解题反思对数学学业优差生解题过程的影响

考察解题反思对数学学业优生和差生解题结果及所用策略的不同影响。选取初一至初三年级的数学学业优生和差生为被试,以一套连加数问题为实验材料,进行一对一的测试,前后进行两次测试。对反思组优差生(优生12人,差生10人)和无反思组优差生(优生14人,差生14人)解题过程的比较,发现:1)解题后立即进行反思能够提高差生的解题正确率,但是延长解题时间;2)先前的解题反思对优生和差生后续解题时的正确率和解题时间均不产生明显影响;3)解题后立即进行反思能够促进优生和差生使用高效策略,放弃低效策略;4)先前的解题反思在后续解题中仍然促进学生使用高效策略,对优生的促进作用比对差生更明显。

How Reflection Influence the Mathematic-problem Solving of High-mathematic-level-students and Low-mathematic-level-students

This article explored that reflection induced the different influence on the high-mathematic-level-students and low-mathematic-level-students during the mathematic-problems solving process.The high-level-students and low-level-students coming from 7-9 grades took part in the one-to-one mathematic test which composed by a series of connect-addition-mathematic problems.After a week,all the participants took part the same test again.We compared the problem-solving processes in the experimental group(12 high-level-students,10 low-level-students) and the control group(14 high-level-students,14 low-level-students),and the results indicated:(1)the reflection following with the low-level-students'problem-solving was benefit to their preciseness,and prolonged their reaction time;(2) in the afterward problem-solving process,the influence on the whole experimental group were much less significant;(3)reflection helped the experimental group to grasp the high-efficient-strategy and abandon the low-efficient-strategy;(4)reflection helped the students to grasp the high-efficient-strategy continuously,and much improvement was found in high-level-students than in low-level-students.