数学能力与问句位置对小学生数学结构不良应用题表征的影响

摘要/Abstract

摘要： 对小学四年级高低数学能力学生各40名,呈现问句前置和问句后置两种形式的结构不良应用题,探讨两种被试在问句前置时对应用题的内在表征形式倾向.结果发现,两种被试在问句前置时阅读条件句的总时间比问句后置时显著降低,解题时间显著降低,但高能力被试阅读有关条件句的时间在总阅读时间中的比例显著增高,解答成绩显著提高,而低能力被试相关时间比反而显著下降、解答成绩没有显著提高.这表明,高能力被试建构问题模型与情境模型,而低能力被试只建构问题模型.

关键词: 小学生, 数学能力, 结构不良问题, 问题模型, 情境模型

Abstract: In order to investigate the representations of students of different math abilities on ill-structured word problems with question ahead of condition,eighty students in the fourth grade at a primary school in Hebei were divided into two groups by their math test scores in recent three times,and were asked to solve ill-structured mathematical word problems including irrelevant condition sentences with numbers inside respectively in two kinds of question positions to condition sentences:"before" and "after".The results showed that the high-ability subjects got significantly higher scores,took significantly less time on reading condition sentences,larger ratio of time on reading relevant conditions to time on reading all conditions,and less time on resolution in the "before"question position than in the "after"question position,while the low-ability subjects did not get significantly higher scores,and took significantly smaller ratio of relevant reading time to total reading time in "before"question position than in "after " question position although both the total reading time and resolution time were significantly less in "before"than in "after".The results meant that high-ability subjects constructed problem model and situation model on ill-structured word problem with "before"question position,while low-ability subjects merely constructed problem model.

Key words: primary school student, math ability, ill-structured word problem, problem model, situation model

中图分类号:

B844.1

和美君, 刘儒德, 徐乐, 贾玲. 数学能力与问句位置对小学生数学结构不良应用题表征的影响[J]. 心理发展与教育, 2012, 28(3): 276-282.

HE Mei-jun, LIU Ru-de, XU Le, JIA Ling. The Influence of Math Ability and Question Position on Primary Students’ Representations of Ill-structured Word Problems[J]. Psychological Development and Education, 2012, 28(3): 276-282.

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