本文選題：維吾爾族雙語學生 + 數(shù)學應用題�。� 參考：《新疆師范大學》2017年碩士論文

【摘要】：問題表征是應用題解決的核心過程。問題表征說明了問題在頭腦中是怎樣呈現(xiàn)的,包括問題的已知和未知條件分別是什么,問題要求達到的目標是什么,以及應該采取怎樣的策略達到目標等。許多研究表明應用題類型,學生水平,題目難度,元認知等多種因素影響個體的表征。另有研究表明雙語學生在不同語言應用題中的解題技能不同。那么維吾爾族雙語學生數(shù)學應用題的表征方式在維漢兩種不同的語言中是否存在差異?語言類型,學生水平、題目難度和與元認知與問題解決時的表征之間的相互作用是怎樣的?本研究使用眼動儀器,采用自編的16道加減應用題并以小學四年級的維吾爾族雙語學生維被試,分別設計了實驗來研究他們的表征類型與語言類型,學生水平、題目難度和與元認知之間的相互作用。本研究有三個實驗,實驗一:采用問卷的方式,以自編的12道不同難度的維、漢應用題為材料,考察了維吾爾族雙語學生維漢應用題的表征類型。實驗結果發(fā)現(xiàn),語言類型,學生水平,題目難度均影響學生的表征類型。表現(xiàn)為優(yōu)生、中生、差生在易、中、難三種難度的維漢應用題中采用的表征方式存在顯著的差異。研究二使用眼動儀,通過分析不同水平的學生在解不同難度的維漢應用題時的眼動指標的變化來考察他們的表征類型。實驗結果發(fā)現(xiàn)語言類型,學生水平,題目難度的不同導致了學生解題過程中的眼動指標的變化。表現(xiàn)為優(yōu)生、中生、差生在易、中、難三種難度的維漢應用題中對數(shù)字、關鍵詞和變量名的注視時間和注視次數(shù)存在顯著的差異。實驗三使用眼動儀,以自編的4道中等難度的應用題為實驗材料,分析不同水平的學生在有無提示的維漢應用題時的眼動指標的變化來考察他們的元認知水平和表征類型以及兩者之間的相互作用。實驗結果發(fā)現(xiàn)不同水平的學生在有無提示的維漢應用題中的元認知水平存在差異,表現(xiàn)為優(yōu)生、中生、差生在有無提示句條件下對維漢應用題中的數(shù)字、關鍵詞和變量名的注視時間和注視次數(shù)存在顯著差異。最終得出的結論如下:1.語言類型,學生水平,題目難度均影響維吾爾族雙語學生的應用題表征類型。在維語的應用題中學生使用有效的問題模型表征方式的次數(shù)增多。優(yōu)生傾向于使用問題模型表征方式,中等生使用的表征方式?jīng)]有表現(xiàn)出穩(wěn)定的傾向性,差生傾向于使用直接表征方式。簡單題目上學生傾向于直接表征存在差異,中等或較大難度的問題上學生傾向于使用問題模型表征方式。2.不同水平的學生在應用題解決中表現(xiàn)出來的元認知水平不同,優(yōu)生元認知水平最高,中等生的元認知水平次之,差生元認知水平最低。語言類型影響學生的元認知水平,在維語中表現(xiàn)出來的元認知水平較高。
[Abstract]:Problem representation is the core process of problem solving. Problem representation explains how the problem appears in the mind, including what the known and unknown conditions of the problem are, what goals the problem requires to achieve, and what strategies should be adopted to achieve the goal. Many studies have shown that the types of application problems, the level of students, the difficulty of questions, metacognition and other factors affect individual representation. Other studies have shown that bilingual students have different problem-solving skills in different languages. Are there any differences in the representation of mathematical application problems between Uygur bilingual students and Uighur students in two different languages of Uygur and Chinese? What is the interaction between language types, student levels, problem difficulty and metacognitive and problem-solving representations? In this study, we designed experiments to study the representation type, language type and student level of Uygur bilingual students in grade four of primary school by using eye movement instrument, using 16 additional and subtractive application questions made by ourselves, and using Uygur bilingual students in grade four of primary school. The problem difficulty and the interaction with metacognition. There are three experiments in this study. The first one is to investigate the representation types of Uygur bilingual students' Uygur and Chinese word problems with 12 different difficulties of Uygur and Chinese word problems. The results show that language types, students' level and difficulty of questions all affect the types of students' representation. There are significant differences in the representation of Uighur and Chinese word problems in the easy, middle and difficult three kinds of difficulties: excellent students, middle students and poor students. In the second study, using eye movement instrument, we analyzed the change of eye movement index of students at different levels in solving different Uighur and Chinese application problems to investigate their representation types. The results show that the differences of language types, students' level and difficulty of problems lead to the change of eye movement index in the process of solving problems. There are significant differences in the fixation time and fixation times of the Uighur and Chinese application problems in the easy, middle and difficult Uighur and Chinese application problems, such as eugenics, middle students, poor students and variable names. The third experiment used eye movement instrument, taking 4 medium difficulty application problems as experimental materials, By analyzing the change of eye movement index in Uighur and Chinese word problems with or without cues, the metacognitive level and representation type of students at different levels were analyzed, and the interaction between them was investigated. The results show that there are differences in metacognition between students of different levels in Uighur and Chinese word problems with or without cues, which can be seen as the number of Uighur and Chinese word problems under the conditions of eugenics, middle students and poor students. There were significant differences in fixation time and fixation times between key words and variable names. The final conclusion is as follows: 1: 1. Language types, students' level and difficulty of questions all affect Uygur bilingual students' word problem representation type. The number of effective problem models used by middle school students in Uygur problems has increased. Eugenics tend to use problem model representation, secondary students do not show a stable tendency to use the representation, poor students tend to use direct representation. On simple topics, students tend to have differences in direct representation, and students tend to use problem model representation mode. 2. Students at different levels have different metacognition levels in word problem solving. The metacognition level of eugenics is the highest, the metacognition level of middle students is the second, and the metacognition level of poor students is the lowest. Language types affect students' metacognitive level, and the level of metacognition in Uygur language is higher than that in Uygur language.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B842

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