本文關鍵詞：兒童“樣本空間概念”的認知發(fā)展研究　出處：《杭州師范大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： 兒童 樣本空間 認知發(fā)展 認知錯誤

【摘要】：隨著信息化時代的到來,概率在人們的日常生活、工作、學習中,占據(jù)著越來越重要的地位。對隨機性、可能性大小、樣本空間等概念的認知也越來越受到人們的重視。概率內(nèi)容是義務教育的重要領域,樣本空間是概率學習的基本領域,認知發(fā)展是課程改革的重要依據(jù),概念認知是實施教學的基本依據(jù)。然而,樣本空間概念雖是概率的基本概念之一,卻常常被人們忽視,特別是兒童對樣本空間概念的認知。此外,在以往的研究中,國內(nèi)外關于兒童樣本空間概念的研究相對較少,特別是有針對性的研究就更少了�；诖�,本次研究將從更微觀的層面,對兒童樣本空間概念的認知發(fā)展進行研究。主要的研究問題有以下幾個。(1)兒童“樣本空間概念”的認知發(fā)展研究,主要從以下兩個方面著手:一是縱向上研究“兒童關于樣本空間概念的認知發(fā)展階段和認知水平”;二是橫向上研究“在摸球、抽卡片和分書等不同的問題情境下,兒童關于樣本空間概念的認知水平”。(2)兒童“樣本空間概念”的認知錯誤研究,主要從以下兩個方面著手:一是兒童關于樣本空間概念的認知錯誤主要有哪些;二是在兒童關于樣本空間概念的認知錯誤中,哪些是可以通過主觀或客觀的因素而消除的,哪些是會隨年齡增長而逐漸消除的,哪些又是不隨年齡增長而逐漸消除的(頑固性的認知錯誤)。主要的研究流程有以下幾步。(1)通過文獻法、問卷法、訪談法等方法,收集研究資料;(2)通過定性分析法和定量分析法等統(tǒng)計分析法,分析研究數(shù)據(jù),得出研究結(jié)論,給出建議。研究得到的結(jié)論主要有以下幾個。(1)兒童樣本空間概念認知發(fā)展的一般水平及規(guī)律方面:兒童關于樣本空間概念的認知水平具有明顯的年齡特征,即隨著年齡增長而逐漸提高。(2)兒童樣本空間概念認知發(fā)展的階段和關鍵期方面:兒童關于樣本空間概念的認知發(fā)展出現(xiàn)較為明顯的階段特征,即一般情況下,8-10歲和11-13歲的兒童存在顯著性差異,而7-8歲、10-11歲和13-14歲的兒童不存在顯著性差異;兒童樣本空間概念的認知發(fā)展的關鍵期為8歲左右和11歲左右。(3)兒童關于樣本空間概念的認知水平,在摸球、抽卡片和分書ii等不同的問題情境下,有所差異。(4)兒童關于樣本空間概念的認知錯誤主要有放棄判斷、主觀或直覺判斷、審題不清或題意理解偏差以及解題策略運用不當。(5)兒童關于樣本空間概念的認知錯誤具有明顯的年齡特征:隨著年齡的增長,各認知錯誤均會產(chǎn)生一定的變化。部分認知錯誤會隨年齡增長逐漸消除,如:主觀或直覺判斷;存在一些認知錯誤不隨年齡增長而逐漸消除(頑固性的認知錯誤),如:放棄判斷。而審題不清或題意理解偏差、解題策略運用不當?shù)日J知錯誤是可以通過主觀或客觀的因素而消除的。簡而言之,兒童樣本空間概念的認知發(fā)展隨年齡增長而趨于完善。兒童樣本空間概念的認知發(fā)展是一個趨于成熟且錯誤逐漸消除的過程。鑒于上述結(jié)論,給出以下建議,(1)對課程標準,提出課程標準修訂、課程改革的考慮范圍:為了豐富兒童的概率知識儲備,是否提早將概率的相關知識通過課堂教學等途徑直接引入課程內(nèi)容;又或是將概率的相關知識通過實踐教育等途徑間接引入課程內(nèi)容。(2)對課堂教學,實施教學應注意兒童對知識的可接受范圍,不能盲目輸入,更要有針對性的消除兒童對概率相關知識的認知錯誤。(3)對教材編寫,教材編排時應注重呈現(xiàn)知識的方式和呈現(xiàn)知識的媒介。
[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.

【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.5

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本文編號：1438464