本文選題：策略訓(xùn)練 + 估算能力　； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：估算是人們?nèi)粘Ｉ钪谐Ｓ玫囊环N能力,估算能力的培養(yǎng)能夠促進(jìn)兒童對(duì)數(shù)量關(guān)系和空間幾何的合理判斷與推理,同時(shí)能進(jìn)一步加深兒童對(duì)計(jì)算結(jié)果、測(cè)量結(jié)果的概括性以及整體性的認(rèn)識(shí)和理解。在估算能力中,能否恰當(dāng)?shù)剡x擇合適的估算策略是一個(gè)關(guān)鍵因素。因此,有關(guān)小學(xué)生估算策略選擇的研究具有重要的研究意義。本實(shí)驗(yàn)研究在前人研究的基礎(chǔ)上,根據(jù)Case和Sowder (1990)提出的兒童估算發(fā)展理論,Siegler(1996,1998,2002)先后提出的策略選擇模型理論,Sowder和Wheeler (1989)提出了估算的內(nèi)容理論以及Dowker (2002)提出的部分知識(shí)掌握區(qū)理論,同時(shí)借鑒Lemaire與siegler提出的關(guān)于兒童認(rèn)知策略的一般概念框架,考察短期估算策略指導(dǎo)與訓(xùn)練對(duì)五年級(jí)兒童估算能力的影響,重點(diǎn)探討對(duì)四種問(wèn)題類型的估算成績(jī)(正確性、反應(yīng)時(shí))及估算策略選擇情況(策略個(gè)數(shù)、最佳估算擊中率)的影響。本研究分為三部分,研究一通過(guò)前測(cè)實(shí)驗(yàn),通過(guò)考察五年級(jí)兒童對(duì)不同估算問(wèn)題類型的估算正確率、估算時(shí)間及估算策略選擇情況,探討五年級(jí)兒童的估算能力現(xiàn)狀；研究二,通過(guò)考察有、無(wú)策略指導(dǎo)兩種條件下五年級(jí)兒童估算策略的選擇情況,探討短期策略指導(dǎo)對(duì)學(xué)生估算策略選擇情況是否有影響,能否能提高學(xué)生估算策略選擇的多樣性及最佳估算策略擊中率；研究三通過(guò)考察短期策略指導(dǎo)對(duì)兒童估算正確性得分的影響,探討短期策略指導(dǎo)能否提高兒童的估算能力。研究結(jié)果發(fā)現(xiàn)：(1)五年級(jí)兒童以具備了一定的估算能力。估算能力受計(jì)算形式和數(shù)字類型的影響,整體來(lái)說(shuō),整數(shù)估算能力好于小數(shù)估算能力,加減法估算能力優(yōu)于乘除法估算能力；(2)兒童估算策略的選擇受計(jì)算形式和數(shù)字類型的影響。兒童傾向于使用多種估算策略解決同一類型的估算問(wèn)題,又以一種自適應(yīng)的方式來(lái)選擇估算策略。估算策略的選擇具有多樣性、發(fā)展性和適應(yīng)性；(3)在所有的估算策略中,“湊整”和“截取”策略是最為基礎(chǔ)的兩種估算策略,同時(shí)也是學(xué)生最慣于使用的兩種估算策略,但在一定程度上影響了學(xué)生估算策略選擇多樣性的發(fā)展；(4)估算策略的最佳策略擊中率與估算的正確性成正相關(guān)性,即估算策略的最佳策略擊中率越高,估算的正確率越高。(5)有無(wú)短期策略指導(dǎo)與訓(xùn)練兩種條件下,兒童的估算策略選擇個(gè)數(shù)和最佳策略擊中率差異顯著,短期策略指導(dǎo)與訓(xùn)練能夠改善兒童的估算策略選擇情況,進(jìn)一步提高兒童的估算能力。
[Abstract]:Estimation is a kind of ability commonly used in people's daily life. The cultivation of estimating ability can promote children's rational judgment and reasoning on quantitative relationship and spatial geometry, and at the same time, it can further deepen children's calculation results. The generality of the measurement results, as well as the overall understanding and understanding. It is a key factor to choose the appropriate estimation strategy in the estimation ability. Therefore, it is of great significance to study the choice of estimation strategies for primary school students. On the basis of previous studies, according to the theory of children's estimation and development put forward by case and Sowder 1990), the theory of strategic choice model (Sowder and Wheeler / 1989) and the theory of partial knowledge acquisition area put forward by Dowker 2002) are put forward. Based on the general conceptual framework on children's cognitive strategies put forward by Lemaire and siegler, this paper investigates the influence of short-term estimation strategy guidance and training on the estimation ability of children in grade five, and discusses the estimation results of four types of problems (correctness). The effect of response time and estimation strategy selection (the number of strategies, the best estimated hit rate). This study is divided into three parts. First, through pre-test experiment, by investigating the estimation accuracy rate, estimation time and estimation strategy selection of the fifth grade children to different estimation problem types, the present situation of the fifth grade children's estimation ability is discussed. By investigating the selection of estimating strategies for the fifth grade children under the conditions of no or no strategy guidance, this paper discusses whether short-term strategy guidance has an impact on the students' estimation strategy selection. Whether it can improve the diversity of students' estimation strategy choice and the hit rate of the best estimation strategy; the third study explored whether short-term strategy guidance can improve children's estimation ability by investigating the influence of short-term strategy guidance on children's estimation accuracy score. The study found that the fifth grade children had a certain ability to estimate. The ability of integer estimation is better than that of fractional estimation, and the ability of addition and subtraction is better than that of multiplication and division. (2) the choice of children's estimation strategy is influenced by the calculation form and the number type. Children tend to use a variety of estimation strategies to solve the same type of estimation problem, and choose estimation strategies in an adaptive way. The selection of estimation strategies is diverse, developmental and adaptive. Among all the estimation strategies, "integration" and "interception" are the two most basic estimation strategies, and they are also the two estimation strategies most commonly used by students. However, to some extent, the development of the diversity of students' estimation strategies has a positive correlation between the hit rate of the best strategies and the correctness of the estimation strategies, that is, the higher the hit rate of the best strategies, the higher the hit rate of the best strategies. The higher the accuracy rate of estimation is, the more significant the difference is between the number of estimated strategies and the hit rate of the best strategies under the condition of short-term strategy guidance and training. Short-term strategy guidance and training can improve the estimation strategy selection of children. Further improve children's ability to estimate.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

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