ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 1962, Vol. 6 ›› Issue (2): 13-24.

• • 上一篇    下一篇

一年級学生理解两步应用題的心理分析

朱曼殊 ;王默君   

  • 出版日期:1962-06-25 发布日期:1962-06-25
  • 通讯作者: 朱曼殊

PSYCHOLOGICAL ANALYSIS OF THE FIRST YEAR CLASS PUPILS IN COMPREHENDING OF THE TWO-STEP APPLIED PROBLEMS IN MATHEMATICS

CHU MEH-TZE, WANC MUH-CHING   

  • Online:1962-06-25 Published:1962-06-25

摘要: <正> 一、研究目的与方法 按上海市新編五年制小学数学教材,一年級下学期要学完100以內加、减两步应用題和表內乘、除两步应用題,最后到四則混合运算并列出解題計划和綜合列式。对一年級学生提出上述要求尚属新的試探,究竟一年級学生在解答各类两步題时,其思維过程具有什么特点,能否順利完成教学任务,有待心理学工作者进行研究。我們在对一年級学生理解一步題的分析研究的基础上,对理解两步題的情况又进行了初步研究。

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Abstract: The subjects of the study were 174 pupils from four classes of the first year primary school, second semester. It took a whole semester time to observe systematically and test the features of their mental process of analysis and synthesis, and the periodic sense of its development as they were working out the two-step applied problems. The primary result of the study indicates that the whole process of its developments is of the following stages:1. When they proceed from one-step to two-step problems, they are short of the ability in analyzing the objects of the later. It is indicated as they are often confused by the two types of problems.2. When they have overcome the contusions encountered in the first step, they begin to be able to analyze and synthesize some of the explicit features of thé two-step problems. However, they are still not able to comprehend fully the subject matter of the problem.3. At this step of the simple type problem exercises, they are able to analyze and synthesize the subject matter of the one type problems. But they are not able to fulfil the requirement for the composite manipulation of the multiple problems.4. Having comparatively acquired the ability of differentiating and generalizing the subject matter of all types of problem exercises, pupils begin to be able to handle it in dealing with composite problems.Generally speaking, all pupils have gone through the different stages as described above, but the time required for each pupil to get over each stage and whether they have expressed themselves outwardly or not, all depends on the conditions of classroom instructions and the talents of the individual pupils respectively.

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