学生在解决比例问题的方向上的缺陷,通过任务修改揭示了这一点
1Psychological Institute of Russian Academy of Education, Moscow, Russia.
Psychology in Russia : state of the art
|November 29, 2023
概括
由于课程的限制,学生们与比例概念作斗争. 修改后的任务显示,问题呈现显著影响他们对直接和反比例的理解.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 这项研究应用了活动理论来理解比率的早期概念形成.
- 掌握比率取决于协调两个独立值 (例如,面积,速度) 的变化.
研究的目的:
- 调查学生对比率关系 (直接和反比例) 的理解在各种任务中如何不同.
- 确定评估学生对修改任务中比例的稳定理解的标准.
主要方法:
- 根据Galperin的任务变异分类 (特定领域,逻辑,心理) 开发了一个15项任务测试.
- 任务的设计是为了掩盖必要的操作,有时建议错误的解决方案.
- 160名学生 (5年级-6年级,年龄11-13岁) 完成了测试.
主要成果:
- 在样本和修改任务之间观察到显著的性能差异.
- 任务修改对学生在直接和反比例问题上的表现产生了负面影响.
- 逻辑和心理修改最强烈地表明了学生的比例推理的质量.
结论:
- 学生获得的比例概念往往缺乏一般化.
- 词题的呈现极大地影响了学生应用比例概念的能力.
- 标准任务可能无法准确地揭示学生的乘法思维或真正的理解水平.
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