基于理解性任务的小数理解调查研究

An Investigation of Decimal Understanding Based on Comprehension Task

为了解师生对小数的理解情况,研究开发了小数理解性任务,并对52名五年级学生和15名教师(6名职前,9名在职)进行了测试。结果表明:师生共运用了9种思维策略,其中"组成部分思维"与"等值思维"为两种主要策略;教师和学生的主要思维策略是一致的,教师的思维策略分布更复杂,但思维深度并不高于学生。9种思维策略可概念化为基于符号形式和基于符号意义两种思考路径。基于所建构的思维策略与思维路径,研究认为教学需对小数概念进行整合,建构多元理解下的小数概念整体:在宏观筹划上贯彻概念联系,在概念理解上聚焦概念结构,在概念发展中注重概念的双重性质。

In order to know the understanding of decimals of teachers and students,the comprehension task of decimals was developed,and 52 students in Grade 5 and 15 teachers(6 preservice,9 on-the-job) were tested.The results show that teachers and students have used 9 thinking strategies together.Among them,component thinking and equivalent thinking are two main directions of thinking.The main thinking strategies of teachers and students are the same.The distribution of teachers’ thinking strategies is more complex,but their thinking is not deeper than that of students.Thinking strategy can be further conceptualized as two thinking paths, one based on form of symbol and the other based on meaning of symbol. The research proposes that the concept of decimals needs to be integrated,and a whole concept of decimals under a multiple understanding needs to be constructed by carrying out conceptual connections in macro planning,focusing on conceptual structure in conceptual understanding,and stressing the dual nature of concepts in conceptual development.