【摘要】 通过一个 2 (成功与否 )× 2 (提示与否 )× 2 (题型 )的混合实验设计 ,对小学五年级学生解决和差应用题的表征策略进行了研究。结果表明 :( 1 )与比较应用题的表征相类似 ,小学生对和差应用题的表征也存在着直译策略和问题模型策略 ;( 2 )不成功组解题者在表征和差应用题时倾向于运用直译策略 ,而成功组的解题者更倾向于运用问题模型策略 ,这导致了成功者与不成功者在列式上的差异 ,特别是在不一致题型上表现得更明显 ;( 3 )在读题前给以“请注意理解这道题的意思”这样简单的提示 ,对不成功的解题者对和差问题的正确表征并不能起到作用 ;( 4 )成功的和差应用题解题者和不成功的解题者在列式正确性的自我评价上存在显著差异。更多还原

【Abstract】 The study examined the arithmetic word problems representation strategies of primary students. The experiment is mixed design. The between factor is successful or unsuccessful and cued or uncued, the within factor is consistency problem or inconsistency problem. The results indicated that students represented total subtrahend problems also had direct translation strategy and problem model strategy, which were the same as compare problem. Unsuccessful students are inclined to use direct translation strategy and successful students are inclined to use problem model strategy, especially on the inconsistency problem. Provided cue didn’t change the representation strategies. Successful students performed better than the unsuccessful students in self evaluate of problem solving.更多还原