儿童“样本空间概念”的认知发展研究

发布时间：2018-01-17 23:28

本文关键词：儿童“样本空间概念”的认知发展研究　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：随着信息化时代的到来,概率在人们的日常生活、工作、学习中,占据着越来越重要的地位。对随机性、可能性大小、样本空间等概念的认知也越来越受到人们的重视。概率内容是义务教育的重要领域,样本空间是概率学习的基本领域,认知发展是课程改革的重要依据,概念认知是实施教学的基本依据。然而,样本空间概念虽是概率的基本概念之一,却常常被人们忽视,特别是儿童对样本空间概念的认知。此外,在以往的研究中,国内外关于儿童样本空间概念的研究相对较少,特别是有针对性的研究就更少了。基于此,本次研究将从更微观的层面,对儿童样本空间概念的认知发展进行研究。主要的研究问题有以下几个。(1)儿童“样本空间概念”的认知发展研究,主要从以下两个方面着手:一是纵向上研究“儿童关于样本空间概念的认知发展阶段和认知水平”;二是横向上研究“在摸球、抽卡片和分书等不同的问题情境下,儿童关于样本空间概念的认知水平”。(2)儿童“样本空间概念”的认知错误研究,主要从以下两个方面着手:一是儿童关于样本空间概念的认知错误主要有哪些;二是在儿童关于样本空间概念的认知错误中,哪些是可以通过主观或客观的因素而消除的,哪些是会随年龄增长而逐渐消除的,哪些又是不随年龄增长而逐渐消除的(顽固性的认知错误)。主要的研究流程有以下几步。(1)通过文献法、问卷法、访谈法等方法,收集研究资料;(2)通过定性分析法和定量分析法等统计分析法,分析研究数据,得出研究结论,给出建议。研究得到的结论主要有以下几个。(1)儿童样本空间概念认知发展的一般水平及规律方面:儿童关于样本空间概念的认知水平具有明显的年龄特征,即随着年龄增长而逐渐提高。(2)儿童样本空间概念认知发展的阶段和关键期方面:儿童关于样本空间概念的认知发展出现较为明显的阶段特征,即一般情况下,8-10岁和11-13岁的儿童存在显著性差异,而7-8岁、10-11岁和13-14岁的儿童不存在显著性差异;儿童样本空间概念的认知发展的关键期为8岁左右和11岁左右。(3)儿童关于样本空间概念的认知水平,在摸球、抽卡片和分书ii等不同的问题情境下,有所差异。(4)儿童关于样本空间概念的认知错误主要有放弃判断、主观或直觉判断、审题不清或题意理解偏差以及解题策略运用不当。(5)儿童关于样本空间概念的认知错误具有明显的年龄特征:随着年龄的增长,各认知错误均会产生一定的变化。部分认知错误会随年龄增长逐渐消除,如:主观或直觉判断;存在一些认知错误不随年龄增长而逐渐消除(顽固性的认知错误),如:放弃判断。而审题不清或题意理解偏差、解题策略运用不当等认知错误是可以通过主观或客观的因素而消除的。简而言之,儿童样本空间概念的认知发展随年龄增长而趋于完善。儿童样本空间概念的认知发展是一个趋于成熟且错误逐渐消除的过程。鉴于上述结论,给出以下建议,(1)对课程标准,提出课程标准修订、课程改革的考虑范围:为了丰富儿童的概率知识储备,是否提早将概率的相关知识通过课堂教学等途径直接引入课程内容;又或是将概率的相关知识通过实践教育等途径间接引入课程内容。(2)对课堂教学,实施教学应注意儿童对知识的可接受范围,不能盲目输入,更要有针对性的消除儿童对概率相关知识的认知错误。(3)对教材编写,教材编排时应注重呈现知识的方式和呈现知识的媒介。
[Abstract]:With the advent of the information age, the probability in people's daily life, work, study, play a more and more important role. The random probability, sample space and cognition has attracted more and more attention. The probability content is an important field of compulsory education, the sample space is the basic field of probability learning cognitive development, is an important basis for curriculum reform, the concept of cognition is the basic basis for the implementation of teaching. However, although the sample space is one of the basic concepts of probability, but often ignored by people, especially children's perceptions of the concept of space. In addition, in the previous research, the domestic and foreign research about the concept of children's sample the space is relatively small, especially the targeted research is less. Based on this, this study will be more from the micro level, the concept of children's cognitive development of the sample space of main. The research questions are the following. (1) children's cognitive "sample space concept" of the development of research, mainly from the following two aspects: one is the longitudinal study "children on the concept of sample space in the stages of cognitive development and cognitive level;" two horizontal "research in the ball, and the situation take a card. The book of different problems, children's cognitive level about the concept of sample space. (2) research on children's cognitive errors" sample space concept ", mainly from the following two aspects: one is about the concept of children's cognitive errors to the sample space which is two; in children's cognition about the concept of the sample space. What is wrong, can be eliminated by subjective or objective factors, which will gradually eliminate with age, which is not eliminated gradually with age (the cognitive error intractable). The main research This process has the following steps. (1) through the literature method, questionnaire method, interview method to collect research data; (2) through qualitative analysis and quantitative analysis, statistical analysis, data analysis, draw conclusions, recommendations are given. The conclusions of the study are the following. (1 the general level of law) and cognitive development of children: the concept of sample space has obvious age characteristics of children on the sample space of cognitive level, along with age increase gradually. (2) stage and key period of development of children's cognitive concept of sample space: stage of the more obvious features of the children on sample space the development of cognition, that under normal circumstances, there is a significant difference between the 8-10 and 11-13 years old children, 7-8 years old, no significant difference in 10-11 and 13-14 years old children; children like the concept of space cognitive development relationship The key period is about 8 years old and 11 years old. (3) children's concept of cognitive level in the sample space, touch the ball, draw cards and II books of different problem situations, different. (4) children's cognitive concept of sample space error mainly give judgment, subjective or intuitive judgment, the topic is not clear or comprehension deviation and problem-solving strategies used improperly. (5) children's cognitive concept of sample space error has obvious age characteristics: with the increase of age, the cognitive errors will produce certain changes. Some cognitive errors will increase with age gradually eliminated, such as subjective and intuitive judgments exist; some cognitive errors with age and gradually eliminate (intractable cognitive errors), such as: give up judgment. And the topic is not clear or comprehension deviation, problem-solving strategies inappropriate use of cognitive errors can be subjective or objective factors and elimination In addition to the cognitive development of children. In short, the concept of sample space with age tends to improve. The cognitive development of children sample space concept is a mature and gradually eliminate the error process. In view of the above conclusions, the following recommendations are given, (1) of the curriculum standards, the revised curriculum standards, curriculum reform consideration in order to enrich the children's knowledge of probability, the probability of early knowledge through classroom teaching way directly into the curriculum content; or the related knowledge of probability through the practice of education into indirect curriculum content. (2) the implementation of classroom teaching, teaching should pay attention to children's knowledge of the acceptable range. Not blindly input, more should be targeted to eliminate child on the probability of knowledge related to cognitive errors. (3) the preparation of teaching materials, textbooks should focus on the way of presenting knowledge and presentation of knowledge Media.

【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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