摘要
采用由7道真实性算术应用题构成的测试材料研究了117名职前教师和72名在职教师,首先要求被试解答这些题目,然后评定学生的不同答案。结果表明:1)职前教师与在职教师表现出真实性思考的多重性。2)我国职前教师被试的真实性思考的人数比例为87.5%,高于国外研究所报告的比例。3)在职教师的真实性思考、真实性解答的人数比例都高于职前教师,但没有达到显著性差异;不确定的真实性解答的人数比例极显著地高于职前教师;常规性解答的人数比例显著地低于职前教师。在评定学生解答时,在职教师更愿意接受“不确定”这样一个解题的逻辑性结果,职前教师对常规性解答的态度更为宽容。
A test consisting of 7 word problems which were problematic from a realistic point of view was administered to 117 student-teachers and 72 in-service teachers . For each word problem, the subjects were first asked to solve the problem themselves,and then to evaluate four different answers given by pupils. The results were： 1） The subjects showed multiple realistic considerations of several realistic problems. 2） The percentage of student-teachers in realistic considerations is 87.5% , higher than the percentage （48%） reported by Verschaffel et al （1997）. Differences were also found in evaluating pupils＇ answers. 3） The percentages of inservice teachers in realistic considerations and realistic answers were higher than those of student-teachers, but the differences were not significant. The percentages of in-service teachers in “impossible-to-know” realistic considerations were significantly higher than those of student-teachers, while the percentages of in-service teachers in standard answers were significantly lower than those of student teachers In evaluating pupils＇ answers, the in-service teachers were more ready to accept answers logically correct though “impossible-to-know”, while the student-teachers were more tolerant of standard answers.
出处
《心理科学》
CSSCI
CSCD
北大核心
2005年第4期977-980,共4页
Journal of Psychological Science
