農(nóng)村初中數(shù)學(xué)學(xué)業(yè)優(yōu)秀生與學(xué)困生應(yīng)用題解題方式的比較研究

1、河南大學(xué)碩士學(xué)位論文農(nóng)村初中數(shù)學(xué)學(xué)業(yè)優(yōu)秀生與學(xué)困生應(yīng)用題解題方式的比較研究姓名：任媛媛申請(qǐng)學(xué)位級(jí)別：碩士專(zhuān)業(yè)：基礎(chǔ)心理學(xué)指導(dǎo)教師：劉亞麗2011-06VAbstract Abstract Solving word problems was the main factors affect the mathematics achievement,which was also the difference between excellent

2、 students and poor students. This study was based on previous studies, overall understanding of word problems, basic knowledge for problem solving and problem-solving process of influencing factors were studied, Finally,

3、 seven cognition and metacognition performance factors were studied. And obtained the causes and the difference in solving problems between excellent students and poor students. Experiment one studied the overall underst

4、anding of application questions. The majority of rural junior high school students could recognize the necessary knowledge and ability which would be used in solving word problems. However, it was different between diffe

5、rent categories and grade. High school students and excellent students have a relatively clear and comprehensive understanding than lower grades and poor students. Second experiment studied the basic knowledge for solvin

6、g application questions. Basic knowledge for solving word problems was not significant,Different grade is different in mastering the basic knowledge. But it is little difference in higher grades. The third experiment stu

7、died the various aspects differences of the process in solving. Excellent students was better than poor students in the aspects of memory and repeat,but it was no significant difference. Information representation, poor

8、students mainly used direct conversion strategy, excellent students mainly used problem model strategy. Computing skills, there is significant differences between low grades,but the diffrence is reduced increasing with g