学科领域知识与数学学习的知识表征研究

摘要/Abstract

摘要： 根据领域知识的结构特点对初中数学学科知识作出改编和重组,形成数学学科领域知识单元进行教学实验,以215名普通初中二年级学生为被试,通过自编问卷和深度访谈考察学科领域知识对知识表征的影响,并探讨了知识表征与数学学业成绩之间的关系。研究发现:(1)学科领域知识可以显著提高学生数学陈述性知识表征全面性和总体水平;(2)学科领域知识可以显著提高学生的程序性知识表征全面性、自动化、组织性和总体水平;(3)认知结构三要素、陈述性知识表征及程序性知识表征与数学成绩显著相关;(4)学优生的陈述性知识表征准确性、总体水平和程序性知识表征组织性、总体水平显著高于中等生和学困生。

关键词: 学科领域知识, 领域知识教学, 数学学习, 知识表征, 认知结构

Abstract: Teaching experiments can be carried out with units of the disciplinary domain knowledge which are adapted and reorganized from the disciplinary knowledge in mathematics,on the basis of structural characteristics of domain knowledge.Some questionnaires and in-depth interviews which contained 215 students at second year at middle school were used to investigate the effect which is caused by disciplinary domain knowledge in knowledge representation and also did some research on the relationship between knowledge representation and mathematical achievements.The results are as follows:(1) disciplinary domain knowledge can significantly improve the comprehensive and overall level of declarative knowledge representation; (2) disciplinary domain knowledge can significantly improve students'procedural knowledge representation in comprehensive,automation,organization and overall level; (3) the three elements of cognitive structure,declarative knowledge representation and procedural knowledge representation are significantly correlated with students' mathematics achievements; (4) excellent students are significantly better than average students and poor students with respect to the accuracy and overall level of declarative representation and the organization and overall level of procedural knowledge representation.

Key words: disciplinary domain knowledge, domain knowledge teaching, mathematics learning, knowledge representation, cognitive structure

中图分类号:

G442

李长虹, 蔡笑岳, 何伯锋. 学科领域知识与数学学习的知识表征研究[J]. 心理发展与教育, 2010, 26(3): 267-273.

LI Chang-hong, CAI Xiao-yue, HE Bo-feng. The Research on the Knowledge Representation of Disciplinary Domain Knowledge and Mathematics Learning[J]. Psychological Development and Education, 2010, 26(3): 267-273.

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