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目的:考察学生在理解阶段和执行阶段使用表征模型的情况,并考察表征水平对表征模型使用的影响。方法:运用实验法对某普通小学的158名4～6年级学生进行应用题改写任务和缩写任务,以及长方形面积任务。结果:①随着年级的升高,学生在理解阶段依然都选用情境模型,而在执行阶段则越来越多选用问题模型;②表征水平越高,学生在理解阶段更多采用情境模型表征问题,在执行阶段更多采用问题模型表征问题。结论:个体对问题的表征取决于问题解决所处的阶段,表征水平对表征模型的选择具有重要的影响作用。
OBJECTIVE: To investigate the use of characterization models by students in the comprehension and implementation phases and to examine the impact of characterization levels on the use of characterization models. Methods: Using experimental method, 158 grade 4 ~ 6 grade students in an ordinary elementary school were asked to rewrite tasks and abbreviations, as well as rectangular area tasks. Results: (1) As the grade increases, the students still use the situation model in the comprehension stage, while in the implementation stage, more and more use the problem model; (2) the higher the characterization level, the students use the situation model to characterize the problem In the implementation stage, the problem model is more often used to represent problems. CONCLUSIONS: The individual’s characterization of the problem depends on the stage at which the problem is resolved, and the level of characterization has an important influence on the choice of the characterization model.