数学概念图式的加工机制

Processing Mechanism of Mathematical Concept Schema

采用数学测验，对高一、高二、高三４２０名学生进行了测试，探究学生数学概念图式的加工机制．调查结果表明：（１）不同年级学生的概念图式加工水平存在一定的差异，其中高一组和高三组学生的加工水平的差异性在０．０５水平上显著；（２）学生的概念图式在结构和复杂性不同的题目上表现出不同的加工水平．在调查的基础上，提出数学概念图式的＂激活扩散＂加工模型，这种加工模型体现了更深层次的数学概念加工机制．

With 420 students selected from grade 1 to grade 3 in senior school, the study aimed to investigate the processing mechanism of mathematical concept schema by mathematical test( questions were all open). Results of the investigation indicated: (1) The processing level of different grade student's concept schema was different. In grade 1 and grade 3, it was remarkably different; (2) The difference of processing level on students' concept schema was shown on different structure and complication question. On the basis of the investigation, we put forward Spreading Activation Model in this paper. The processing model reflected thorough processing mechanism of mathematical concept.