6-14岁儿童概率概念学习进阶

Learning Progressions of Probability in Children of 6 to 14 Years

以906名6-14岁儿童为被试,采用Rasch模型考察其概率概念学习进阶。结果表明:儿童概率概念学习进阶的一般顺序是随机性—模糊认知—数量化—随机分布—分数表示;儿童在学龄前对随机性有较好的进阶起点,其他概率任务开始萌芽,第一学段和第二学段时在各概率任务上都有较大的进阶幅度,第三学段进阶缓慢;根据不同问题情境下的表现,儿童概率概念学习进阶可以划分为6个水平。对课程及教学的建议:设计合理的概率概念课程学段目标;开展基于认知导向的概率概念教学。

The present study chose 906 children aged 6-14 as participants and applied Rasch model to analyze children＇s learning progressions （LPs） of probability. Results showed that： the general LPs were randomness→qualitative comparison→number representation→probability distribution→fraction representation; preschool children had a good starting point at developing randomness, and they had a preliminary understanding to other probability tasks; children at stage 1 and stage 2 progressed rapidly in every probability tasks, while at stage 3 progressed comparatively slower; children＇s LPs of probability can be divided into six levels according to different question contexts. We put forward teaching suggestions followed： design properly spiral curriculum objectives, and conduct instruction based on probability concept cognitively.