【作者】 潘琼；

【导师】 周欣；

【作者基本信息】 华东师范大学 ， 学前教育学， 2007， 硕士

【摘要】 本研究的目的是考察同伴合作的经验对5-6岁儿童解决加减应用题能力的影响，并探讨了同伴合作过程中儿童的互动特征。研究采用了量化分析和质的研究方法。实验一的被试为上海市两所幼儿园的40名大班儿童，根据前测成绩和教师推荐分为高分组20名和低分组20名。每名低分组儿童在与一名同性别的高分组同伴进行合作解题后再接受后测。研究用描述性统计、T检验及相关分析的方法，分析了5-6岁儿童在同伴合作前后，在解决加减应用题的成绩、问题表征方式及策略选择上的变化，儿童在合作互动中的特征以及这些特征与低分组儿童后续表现的关联。实验二以质的研究方法为主，考察了三对儿童的合作解题过程，讨论了不同合作特征对合作效果的影响。研究结果表明：同伴合作解决加减应用题的经验对低分组儿童的后续表现有显著的积极影响。低分组儿童在各类题型上的答题成绩均有了显著提高，对应用题“无法表征”的情况大幅下降，运算策略的选择也更加有效。在同伴合作过程中，高分组儿童更多地把注意力放在解决问题上，而低分组儿童则更多关注双方的表现。儿童在合作中的思维活跃程度与其成绩密切相关。在加减应用题的同伴合作中，学前儿童表达能力的局限性和表达方式的抽象性对同伴间主体间性的获得构成了制约，成人有必要适时提供鹰架。本研究中大多数学前儿童缺乏良好的合作意识和有效的合作技巧。另外，儿童表征能力的高低并不取决于表征方式的抽象程度，部分儿童虽熟练掌握算式表征方式和提取记忆策略，但却缺乏对实际情境的理解，不能将数字转换成具体的生活问题灵活运用。更多还原

【Abstract】 The purpose of the study was to investigate the effect of peer collaboration on 5-6-year-olds’ solving of addition and subtraction word problems. The interaction features in the peer collaboration was also examined. Both quantitative and qualitative methods were used in the study. In experiment one, a sample of 40 children (M=68.8, SD=3.5) participated in the study, 20 were high scorers and 20 were low scorers. A high scorer was paired with a low scorer to participate in collaborative tasks in solving addition and subtraction word problems. The methods of descriptive statistics, t test and correlation analysis were used to compare the change of children’s performance in solving addition and subtraction word problem, the way to represent the problem and strategy choice before and after the collaboration. In experiment 2, three pairs of children were observed and the characteristics of the children’s collaboration process in solving addition and subtraction word problems were discussed.The result indicated that the cooperative task in solving addition and subtraction word problems had a positive effect on the following performance of low scorers. Low scorers’ performance on different kind of problems increased and their choice of strategies was more effective. In the process of peer cooperation, the high scorers paid more attention to the process of problem solving while the low scorers focused more on performance. The level of children’s activeness in thinking related closely to their performance. In the process of cooperation in solving addition and subtraction word problems, the low level of children’s expressive language and the way to express put a limit on children’s intersubjective. It is necessary for adults to provide scaffolding. The majority of the children in the study were lack of the willingness and effective skills for cooperation. Children’s level of representation of the word problem was not related to the way to present the problem.更多还原