目的:探究词序变化和材料熟悉度对小学二年级学生问题解决的影响。方法:采用方便取样,通过实验法编制语文阅读题类型的试题对湖南省衡阳市某小学二年级的60名小学二年级学生进行施测。结果:(1) 正序和乱序对问题解决成绩不具有显著差异(...目的:探究词序变化和材料熟悉度对小学二年级学生问题解决的影响。方法:采用方便取样,通过实验法编制语文阅读题类型的试题对湖南省衡阳市某小学二年级的60名小学二年级学生进行施测。结果:(1) 正序和乱序对问题解决成绩不具有显著差异(p > 0.05);(2) 材料熟悉的问题解决成绩显著大于材料不熟悉的问题解决成绩(p p Objective: To explore the influence of word order change and material familiarity on the problem solving of Grade 2 students. Methods: By using convenient sampling, 60 students in the second grade of primary school affiliated to Hengyang Normal College in Hunan Province were tested by compiling Chinese reading questions. Results: (1) There was no significant difference between positive order and disorderly order in problem-solving performance (p > 0.05);(2) The problem solving performance of familiar materials is significantly higher than that of unfamiliar materials (p p < 0.05). Conclusion: The results of familiar materials are significantly higher than those of unfamiliar materials, and word order changes have different effects on problem solving with different material familiarity.展开更多
文摘目的:探究词序变化和材料熟悉度对小学二年级学生问题解决的影响。方法:采用方便取样,通过实验法编制语文阅读题类型的试题对湖南省衡阳市某小学二年级的60名小学二年级学生进行施测。结果:(1) 正序和乱序对问题解决成绩不具有显著差异(p > 0.05);(2) 材料熟悉的问题解决成绩显著大于材料不熟悉的问题解决成绩(p p Objective: To explore the influence of word order change and material familiarity on the problem solving of Grade 2 students. Methods: By using convenient sampling, 60 students in the second grade of primary school affiliated to Hengyang Normal College in Hunan Province were tested by compiling Chinese reading questions. Results: (1) There was no significant difference between positive order and disorderly order in problem-solving performance (p > 0.05);(2) The problem solving performance of familiar materials is significantly higher than that of unfamiliar materials (p p < 0.05). Conclusion: The results of familiar materials are significantly higher than those of unfamiliar materials, and word order changes have different effects on problem solving with different material familiarity.
