汉族与维吾尔族高中生图形推理眼动特征的比较研究

发布时间：2018-03-14 02:49

本文选题：汉族高中生　切入点：维吾尔族高中生　出处：《新疆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：图形推理是一种知觉比例的类比推理,以图形为材料来研究个体的推理能力。图形材料不同于语词材料,因而两种推理材料的内部加工过程必将有很大差别。从一系列基本的几何图形中找出图形变化的规律,并能对推理的过程进行清晰的感知和理解,能够反映出思维发展的特点。以往研究表明:不同民族学生之间的图形推理的发展阶段具有一致性,但发展水平差异显著。本研究试图探讨在新疆的多元文化背景下,汉族和维吾尔族高中生在图形推理能力发展过程中的一致和差异性,并通过眼动仪进一步揭示两者在图形推理过程中,内在的加工机制,从而深入分析不同民族图形推理能力发展水平差异来源。研究选取92名汉族和维吾尔族高中生为被试,采用《瑞文标准推理测验》为实验材料,将测验题目分为五个维度,对汉族和维吾尔族高中生的图形推理能力进行比较研究。以SMI RED遥测式眼动仪为研究工具,记录被试在推理过程的眼动轨迹及行为指标,深入探讨不同民族图形推理能力的发展特点及其眼动特征。研究结果与前人的研究结果相一致,同时本研究认为,汉族和维吾尔族高中生在图形推理能力发展过程中存在差异,不同民族有不同维度的发展优势。研究结果显示:1.高中阶段的学生不断完善图形推理能力,表现为在图形推理成绩上出现了显著的年龄差异,高年级学生的成绩显著高于低年级学生成绩。2.两个民族高中生图形推理的发展趋势是一致的,总体表现随着年龄的增长,解决推理问题时的正确率呈上升趋势。3.高一年级中两个民族的高中生在格式塔、元素变化和图形加减三个维度的推理任务中民族差异显著,维族学生在图形加减维度的图形推理能力的发展上具有一定的优势,通过兴趣区的眼动指标表明,汉族和维吾尔族高中生在完成推理任务时倾向使用的推理策略不同。4.高二年级中两个民族的高中生在图形加减维度的推理任务中民族差异显著,汉族学生在该维度的发展水平超过了维吾尔族学生。高三年级五个维度民族差异均不显著,说明汉族和维吾尔族高中生在高中阶段后期,推理能力各个维度的发展趋于一致。
[Abstract]:Graphic reasoning is a kind of perceptual proportional analogical reasoning, in which the reasoning ability of individuals is studied by using figure as the material. The graphic material is different from the lexical material. Therefore, the internal processing process of the two kinds of reasoning materials will be very different. From a series of basic geometric figures, we can find out the rules of figure change, and can clearly perceive and understand the process of reasoning. It can reflect the characteristics of thinking development. Previous studies have shown that the development stage of graphic reasoning among students of different nationalities is consistent, but there are significant differences in development level. Han and Uygur high school students in the development of graphics reasoning ability in the process of consistency and difference, and through eye movement instrument to further reveal the two in the graphics reasoning process, the inherent processing mechanism, The study selected 92 high school students of Han nationality and Uygur nationality as subjects, and used the Standard reasoning Test of Raven as the experimental material, and divided the test questions into five dimensions. A comparative study was made on the graphics reasoning ability of Han and Uygur high school students. The eye movement trajectory and behavior index of the subjects were recorded by using SMI RED telemetry eye movement instrument as the research tool. The development characteristics and eye movement characteristics of graphic reasoning ability of different nationalities are discussed in depth. The results are consistent with those of previous studies. At the same time, this study holds that there are differences in the development of graphics reasoning ability between Han and Uygur high school students. Different ethnic groups have different development advantages in different dimensions. The results of the study show that the students in senior high school constantly improve their ability of drawing reasoning, which shows that there are significant age differences in the scores of graphic reasoning. The scores of senior students are significantly higher than those of junior students. 2. The development trend of graph reasoning of the two ethnic high school students is consistent, and the overall performance increases with age. The correct rate of solving reasoning problem is on the rise. 3. In the three dimensions of gestalt, element change and figure addition and subtraction, there are significant differences between senior high school students and senior high school students in the three dimensions of gestalt, element change and figure addition and subtraction. Uyghur students have some advantages in the development of graphic reasoning ability in the dimension of graphic addition and subtraction, which is indicated by the eye movement index in the area of interest. The high school students of Han and Uygur tend to use different reasoning strategies when they finish their reasoning tasks. 4. The senior middle school students of the two ethnic groups in the second grade of senior high school have significant differences in the reasoning tasks in the dimension of graph addition and subtraction. The development level of Han students in this dimension is higher than that of Uygur students. The differences of the five dimensions of senior high school students are not significant, which indicates that the development of reasoning ability of Han and Uygur high school students in the later stage of senior high school tends to be consistent.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.2

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