摘要
分数问题解决是小学数学学习中的重点和难点,本研究采取文献综述、专家和教师判断、学生口语报告与测验结果论证相结合的方法,建构小学生在分数问题解决过程中的认知模型。结果表明:(1)小学分数问题解决的认知属性包含分数知识内容和问题解决加工过程两大部分;(2)分数知识内容包含分数基本概念和分数运算,问题解决加工过程包括语义表征、关系表征、选择运算方法、解决问题,各属性之间存在一定的层级关系;(3)学生顺利解决分数问题首先要以分数基本概念为前提,延伸到分数运算和加工过程的各个环节,最后实现问题解决。
Fraction problem solving has been the difficult and stress point in primary school students＇ mathematic learning. This research aims to build a cognitive model about how students solve a fraction problem by a mixed method, Such as literature review, experts and teachers＇ judgment, students＇ oral report and test investigation. The results show that： （ 1 ） Cognitive attributes of fraction problem solving include two main aspects which are fraction knowledge content and problem -solving process, （2） Fraction knowledge content contains basic fraction concepts and fraction operation, problem -solving process incorporates semantic representation, relationship representation, choosing operation method and solving problem, there is a hierarchical relationship between each attribute, （3） Fixing a fraction problem smoothly is based on basic fraction concept, then extending to fraction operation and problem -solving process.
出处
《考试研究》
2016年第1期82-89,共8页
Examinations Research
关键词
分数问题解决
认知诊断评估
认知模型
Fraction Problem Solving, Cognitive Diagnosis Assessment, Cognitive Model
