小学一年级学生关于“平均分”前概念的中美比较研究

发布时间：2018-04-25 02:17

本文选题：前概念 + 平均分　；参考：《全球教育展望》2016年05期

【摘要】：本研究调查了中美一年级小学生关于"平均分"的前概念。中美两所小学7个班级255名一年级小学生参与了该调查。结果表明:不论中国一年级学生,还是美国一年级学生,关于"平均分"前概念,不同的学生处于不同的水平。不论是低难度"平均分",中等难度"平均分",还是高难度"平均分",中国一年级学生能将物体"等分且分光"的比例均优于同龄美国学生。在遇到高难度"平均分"时,中美一年级学生均有3种不同的表现;美国学生具有更强的问题质疑意识。该研究提供了一种严谨的、实证的方法来测量学生关于"平均分"前概念的一般情况,并且为中美一年级学生关于"平均分"前概念的分析和比较提供了统计学方面的证据。
[Abstract]:This study investigated the pre-concept of "average score" of first grade pupils in China and the United States. A total of 255 first-grade pupils from 7 classes in two primary schools in China and the United States participated in the survey. The results show that different students are at different levels in terms of the concept of "average score" before the concept of "average score", regardless of the first grade students in China or in the first grade of the United States. Whether it is low difficulty average score, middle difficulty average score or high difficulty average score, the proportion of Chinese first graders who can divide objects equally and divide light is better than that of American students of the same age. The first grade students in China and the United States have three different performances when they encounter the "average score" of high difficulty, and the American students have a stronger sense of questioning questions. This study provides a rigorous and empirical method to measure the general situation of students' pre-concept of "average score" and provides statistical evidence for the analysis and comparison of the pre-concept of "average score" among the first graders in China and the United States.
【作者单位】：华东师范大学课程与教学系;浙江外国语学院教师培训学院;浙江省宁波市东裕小学;
【基金】：2014年度教育部人文社科青年基金项目“中国数学双基教学的形成和发展研究”(课题批准号:14YJC880004)的阶段性成果之一吴卫东主持的2013年度浙江省哲学社会科学规划重点课题(课题批准号:13NDJC007Z)的资助
【分类号】：G623.5

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