练习背景下表征水平的变化

Change of Children's Representation Level in the Context of Practice

Karm iloff-Sm ith提出的表征重述理论认为表征重述是人类获取知识的重要途径。为探讨练习是否能够提供表征重述的机会从而促进表征水平的变化,对29名小学一年级儿童进行数字分解组合任务的研究。结果表明:(1)练习背景下约有半数儿童的表征从内隐水平发展到外显水平,但其他儿童的表征水平没有发生任何变化;(2)练习背景下儿童表征变化的路线并不完全像Karm iloff-Sm ith设想的那样经由程序阶段到元程序阶段再到概念化阶段,而是存在其他多种可能的发展路线;(3)练习背景下儿童获得的表征的灵活性是有限的,即可以推广到近迁移问题上,而难以推广到远迁移问题上。

Karmiloff-Smith＇s theory of Representation Redescription suggested that representation redescription was an important way to gain knowledge. In order to explore whether practice could offer the chance of representation redescription so that the levels of representation experiences changed accordingly. Twenty-nine children from the grade 1 of a primary school were asked to solve the task of digital combination. The result showed ： （ 1 ） in the context of practice, for about half of children the representation developed rapidly from implicit level to explicit level, while for the others the presentation didn 1 change any more; （2） the paths of the change of representation were not completely consistent with Karmiloff-Smith＇s hypothesis that the paths were from procedural to meta-procedural phase and then to conceptual phase, and there were some other possible paths of development ; （3） the representation obtained in the context of practice was limitedly flexible, that was to say, it could transfer to the near problems, but it was difficult to transfer to the far problems.