摘要
研究采用3(年级)×2(场认知方式)×2(视空间能力水平)×3(问题表征方式)四因素混合实验设计,探讨了这四种因素对小学生数学应用题解题水平的影响。结果表明:年级、认知方式、空间能力以及问题表征方式均是影响小学生应用题解决水平的关键因素;问题表征方式、认知方式、空间能力以及年级四个因素对小学生解题水平存在交互作用,其中图形提示有利于场依存性学生解题水平的提高,低空间-场依存型的学生更适合图形提示;高空间-场依存型的学生随年级升高解题能力发展较快,而低空间-场依存型的学生解题水平提高较慢;随着年级的升高,图式表征对小学生问题解决的促进作用增强。
Visual-spatial ability, cognitive style and representation strategy are three important factors that affected the pupils＇ mathematical performance. The study examined how the three factors affected pupils＇ mathematical performance. Its result indicates that pictorial representation is advantageous to the improvement of the performance of field-dependente pupils, particularly the low spatial-field-dependent pupils; The high spatial-field dependent pupils＇ ability to solve mathematical problems increases with the grade quickly, but the low spatial-field dependent pupils＇ ability grows comparatively slowly; The higher the grade, the stronger the schematic representation facilitation of the pupils＇ mathematical performance.
出处
《心理科学》
CSSCI
CSCD
北大核心
2006年第4期868-873,共6页
Journal of Psychological Science
基金
国家教育科学十五规划重点项目(DBA010156)的支持
关键词
视空间能力
场认知方式
表征方式
解题水平
visual-spatial ability, cognitive style, representation strategy, mathematical performance
