摘要
目的自1978年以来,我参加了数概念发展协作组(现改名为认知发展协作组)。在我们的研究中,发现不少项目涉及具体和抽象的相互关系。而具体和抽象的相互过渡,往往要凭藉表象的中间环节来完成的。表象既具有具体的形象性,又具有抽象的概括性,所以它可以作为具体和抽象相互转化的桥梁作用。它在数概念形成中有着重要作用。本研究在原有研究的基础上,拟进一步探索在小学儿童解答应用题中,表象所起的作用,以及成熟、知识和思维能力对表象所发挥作用的关系,为儿童心理积累理论资料和提供教学上的参考。
Image plays an important role in the development of child's number concept.We find in our study that primary school child can recall some differentkinds of images to solve mathematicalproblems.For instances,he can recallimages directly according to the verbalof subiect to help him understand thenumber concept,or to correct the wrongconcept he has already obtained;he canalso change figures to solve the verbalmathematical problems.As a child grows older and his kn-owledge increases,his ability to useimage to help him understand the num-ber concept also develops.At first,hecan only recall simple images and do itpassively;then,he can recall complexones and do it actively.And step bystep,he can modify,reconstruct or evencreat new images in the process of so-lving verbal mathematical problems
