学科领域知识中程序性知识水平对中学生数学问题表征策略的影响 Effect of the Levels of Procedural Knowledge in Disciplinary Domain on Secondary School Mathematical Problems' Representational Strategies

赵 顺英
2013 Advances in Psychology  
This research took 2 × 4 two-factor experimental design, to explore the effects of procedural knowledge in disciplinary domain knowledge on the students' problem representational strategies. Firstly, procedural knowledge level measurement questionnaire was used to select 60 secondary school students to participate in the experiment, they were divided into two groups. And then, this research took learning-interference Quiz research paradigm and used four types of formula as research material, to
more » ... search material, to study the levels of procedural knowledge to characterize the impact of problem representational strategies. The results show that both the students with the low and high levels of procedural knowledge use direct translation strategy and problem-model strategy; but the students with low procedural knowledge are tend to use direct translation strategy; and the students with high procedural knowledge are tend to use problem-model strategy.
doi:10.12677/ap.2013.31003 fatcat:a36xnutwjfa33lihbwa537zuxi