空间几何问题解决过程中工作记忆资源分配策略的个体差异

Individual Difference in Distribution Strategy of the Working Memory During Solid Geometry Problem Solving

中学生工作记忆资源分配策略的研究结果表明:(1)随着问题难度的增加,首次内部思考时间也在增加.在解决简单问题时,学优生与学困生的首次内部思考时间没有显著差异,但是在解决中等题和难题时,学优生与学困生的首次内部思考时间存在显著差异.(2)学优生使用外部策略的总频数呈现随着数学问题难度的增大而增加的趋势,而学困生使用外部策略的频数呈下降的趋势.这说明,较学困生而言,学优生能够较合理地利用工作记忆资源.

Fifteen high-achieved students and fifteen low-achieved students from the second graders in a high school were served as subjects. The experiment materials were taken from the resolving process of several solid geometry exercises in the mathematic examination for Beijing higher education entrance. The distribution strategy of the working memory resources in the process of solving the geometry problems were explored. Results showed that： （1） as problem difficulty increased, the inner thinking time increased for the first time. There were not significant difference in the first-inner-thinking of solving easy problems between high-achieved students and low-achieved students, but there were significant difference in that of solving difficult problems and middle-level problem high-achieved students; （2） As problem difficulty increased, frequency of outer-strategy used by high-achieved students increased, and that used by low-achieved students decreased. We suggested that the distribution strategy of the working memory resource be more rational than low-achieved students.