四年级维吾尔族双语学生应用题表征类型的眼动研究

发布时间：2018-05-08 20:33

本文选题：维吾尔族双语学生 + 数学应用题　；参考：《新疆师范大学》2017年硕士论文

【摘要】：问题表征是应用题解决的核心过程。问题表征说明了问题在头脑中是怎样呈现的,包括问题的已知和未知条件分别是什么,问题要求达到的目标是什么,以及应该采取怎样的策略达到目标等。许多研究表明应用题类型,学生水平,题目难度,元认知等多种因素影响个体的表征。另有研究表明双语学生在不同语言应用题中的解题技能不同。那么维吾尔族双语学生数学应用题的表征方式在维汉两种不同的语言中是否存在差异?语言类型,学生水平、题目难度和与元认知与问题解决时的表征之间的相互作用是怎样的?本研究使用眼动仪器,采用自编的16道加减应用题并以小学四年级的维吾尔族双语学生维被试,分别设计了实验来研究他们的表征类型与语言类型,学生水平、题目难度和与元认知之间的相互作用。本研究有三个实验,实验一:采用问卷的方式,以自编的12道不同难度的维、汉应用题为材料,考察了维吾尔族双语学生维汉应用题的表征类型。实验结果发现,语言类型,学生水平,题目难度均影响学生的表征类型。表现为优生、中生、差生在易、中、难三种难度的维汉应用题中采用的表征方式存在显著的差异。研究二使用眼动仪,通过分析不同水平的学生在解不同难度的维汉应用题时的眼动指标的变化来考察他们的表征类型。实验结果发现语言类型,学生水平,题目难度的不同导致了学生解题过程中的眼动指标的变化。表现为优生、中生、差生在易、中、难三种难度的维汉应用题中对数字、关键词和变量名的注视时间和注视次数存在显著的差异。实验三使用眼动仪,以自编的4道中等难度的应用题为实验材料,分析不同水平的学生在有无提示的维汉应用题时的眼动指标的变化来考察他们的元认知水平和表征类型以及两者之间的相互作用。实验结果发现不同水平的学生在有无提示的维汉应用题中的元认知水平存在差异,表现为优生、中生、差生在有无提示句条件下对维汉应用题中的数字、关键词和变量名的注视时间和注视次数存在显著差异。最终得出的结论如下:1.语言类型,学生水平,题目难度均影响维吾尔族双语学生的应用题表征类型。在维语的应用题中学生使用有效的问题模型表征方式的次数增多。优生倾向于使用问题模型表征方式,中等生使用的表征方式没有表现出稳定的倾向性,差生倾向于使用直接表征方式。简单题目上学生倾向于直接表征存在差异,中等或较大难度的问题上学生倾向于使用问题模型表征方式。2.不同水平的学生在应用题解决中表现出来的元认知水平不同,优生元认知水平最高,中等生的元认知水平次之,差生元认知水平最低。语言类型影响学生的元认知水平,在维语中表现出来的元认知水平较高。
[Abstract]:Problem representation is the core process of problem solving. Problem representation explains how the problem appears in the mind, including what the known and unknown conditions of the problem are, what goals the problem requires to achieve, and what strategies should be adopted to achieve the goal. Many studies have shown that the types of application problems, the level of students, the difficulty of questions, metacognition and other factors affect individual representation. Other studies have shown that bilingual students have different problem-solving skills in different languages. Are there any differences in the representation of mathematical application problems between Uygur bilingual students and Uighur students in two different languages of Uygur and Chinese? What is the interaction between language types, student levels, problem difficulty and metacognitive and problem-solving representations? In this study, we designed experiments to study the representation type, language type and student level of Uygur bilingual students in grade four of primary school by using eye movement instrument, using 16 additional and subtractive application questions made by ourselves, and using Uygur bilingual students in grade four of primary school. The problem difficulty and the interaction with metacognition. There are three experiments in this study. The first one is to investigate the representation types of Uygur bilingual students' Uygur and Chinese word problems with 12 different difficulties of Uygur and Chinese word problems. The results show that language types, students' level and difficulty of questions all affect the types of students' representation. There are significant differences in the representation of Uighur and Chinese word problems in the easy, middle and difficult three kinds of difficulties: excellent students, middle students and poor students. In the second study, using eye movement instrument, we analyzed the change of eye movement index of students at different levels in solving different Uighur and Chinese application problems to investigate their representation types. The results show that the differences of language types, students' level and difficulty of problems lead to the change of eye movement index in the process of solving problems. There are significant differences in the fixation time and fixation times of the Uighur and Chinese application problems in the easy, middle and difficult Uighur and Chinese application problems, such as eugenics, middle students, poor students and variable names. The third experiment used eye movement instrument, taking 4 medium difficulty application problems as experimental materials, By analyzing the change of eye movement index in Uighur and Chinese word problems with or without cues, the metacognitive level and representation type of students at different levels were analyzed, and the interaction between them was investigated. The results show that there are differences in metacognition between students of different levels in Uighur and Chinese word problems with or without cues, which can be seen as the number of Uighur and Chinese word problems under the conditions of eugenics, middle students and poor students. There were significant differences in fixation time and fixation times between key words and variable names. The final conclusion is as follows: 1: 1. Language types, students' level and difficulty of questions all affect Uygur bilingual students' word problem representation type. The number of effective problem models used by middle school students in Uygur problems has increased. Eugenics tend to use problem model representation, secondary students do not show a stable tendency to use the representation, poor students tend to use direct representation. On simple topics, students tend to have differences in direct representation, and students tend to use problem model representation mode. 2. Students at different levels have different metacognition levels in word problem solving. The metacognition level of eugenics is the highest, the metacognition level of middle students is the second, and the metacognition level of poor students is the lowest. Language types affect students' metacognitive level, and the level of metacognition in Uygur language is higher than that in Uygur language.
【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

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