心理发展与教育 ›› 2012, Vol. 28 ›› Issue (2): 210-217.

• 论文 • 上一篇    下一篇

等值分数概念的理解

韩玉蕾1, 辛自强2, 胡清芬1   

  1. 1. 北京师范大学发展心理研究所, 北京100875;
    2. 中央财经大学社会发展学院心理学系, 北京100081
  • 出版日期:2012-03-15 发布日期:2012-03-15
  • 通讯作者: 辛自强,Email:xinziqiang@sohu.com E-mail:xinziqiang@sohu.com
  • 基金资助:
    国家自然科学基金项目(30970909)

Conceptual Understanding of Equivalent Fractions

HAN Yu-lei1, XIN Zi-qiang2, HU Qing-fen1   

  1. 1. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875;
    2. Department of Psychology at School of Social Development, Central University of Finance and Economics, Beijing 100081
  • Online:2012-03-15 Published:2012-03-15

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被引次数

8

摘要： 等值分数是表示具有相等值的分数,它建立在两个量具有确定比例关系的基础上。研究表明,儿童在接受正式教学之前,就具有了等值分数的非正式知识,但仍然在概念理解上存在很大的困难,主要有两方面的原因:一是受自身运算思维发展水平的制约,未获得乘法思维和守恒观念;二是缺乏对等值分数不同语义的理解。在今后研究中,需进一步探讨从非正式知识到正式概念之间的发展路径,尝试开展等值分数的早期教学实验,并需要结合多种语义背景来考查儿童的概念发展水平。

关键词: 等值分数, 乘法思维, 守恒, 语义

Abstract: Equivalent fractions are fractions with the same numerical value,which is constructed on the basis of a certain proportional relationship between two quantities.Previous literature has shown that before receiving formal education,children have had informal knowledge for equivalent fractions.However,they still have trouble in understanding the concept.For this phenomenon,two reasons have been proposed:first,children are limited by the developmental level of operational thinking,because children have not reached multiplicative thinking and conservation concept;second,they lack complete understanding for the different semantic meanings of equivalent fractions.In the future,it is necessary to further explore the developmental path from informal knowledge to the formal concept,and try to conduct teaching experiments of equivalent fractions in children's early ages,and combine a variety of semantic contexts to examine children's concept development level.

Key words: equivalent fraction, multiplicative thinking, conservation, semantic meaning

中图分类号: 

  • B844
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