学习概率中认知的发展

Developmental Structure in Understanding of Probability

SOLO模型从简单到复杂有5个基本思维作用方式:感觉运动方式、表象方式、具体符号方式、形式方式和超形式方式.按SOLO分类法,学生对不可能事件、可能事件和必然事件的区分,对机会值的解释等问题的回答可分为5个水平.研究表明:在2个没有学过概率的6年级和8年级中,学生对概率的理解水平几乎没有变化,学生对概率的认识不能随年龄而自然增长,因此,学校概率教育对加深学生理解概率本质有着更为重要的作用.

In order to investigate Chinese students?understanding of probability, the author examined the students identification of impossible, possible and certain events, their interpretation of chance values and their strategies of chance comparison. Using SOLO taxonomy, students?replies were classified into five hierarchical understanding levels. It was found that there was no improvement in developmental level at grades 6 and 8, the two grades without any formal probability training. This meant that two years of schooling didn抰 play a role in developing students understanding of probability when there was no instruction in probability. In addition, a cognitive framework indicating the developmental process of students?understanding of probability was generated.