Measurement Estimation Level And Measurement Estimation Strategies And Its Training Of Fourth And Sixth Grade Students

Measurement estimation are playing an important role in learning and life.But domestic education has been to the accurate measurement primarily,which refer to measurement estimation rarely,which know very little in terms of children's measurement estimation status,which lack effective teaching method of measurement estimation also.On the basis of the literature review of previous studies, this dissertation identified four objectives: (1)to investigate the development of measurement estimation level of fourth and sixth grade students.(2)to investigate the influence of the type of measurement estimation and the form of topic to measurement estimation result of fourth and sixth grade students(.3)to investigate the strategy which uses in the measurement estimation process of fourth and sixth grade students,and that the influence of the type of measurement estimation and the form of topic and grade to measurement estimation strategy chance(.4)to investigate the influence of the teaching intervention to measurement estimation strategy chance and measurement estimation result. This dissertation includes the following hypotheses:(1)measurement estimation level of fourth and sixth grade students enhances along with the grade growth(.2)measurement estimation result of fourth and sixth grade students has the difference in the different measurement estimation type and topic form: the percentage error of the length type is lower than the percentage error of the area type obviously; the percentage error of the graph topic is lower than the percentage error of the actual object topic obviously.(3)fourth and sixth grade students use many kinds of strategies in the measurement estimation process.(4)measurement estimated type and topic form affect student's strategy choice.(5)the teaching intervention can improve student's strategy choice and accuracy of measurement estimation.The dissertation adopted the methods of oral report and testing. Using self-designed task, to investigate the measurement estimation level and measurement estimation strategy chance of 166 collective test subjects and 60 individual test subjects,and come to intervention in measurement estimation strategy chance and measurement estimation result.The positivistic portion of the dissertation includes two parts: in studyâ… , to investigate the measurement estimation level and measurement estimation strategy choice of fourth and sixth grade students.In studyâ…¡, to investigate the influence of the teaching intervention to measurement estimation strategy chance and measurement estimation result.Fix findings were obtained:(1)Sixth grade student's percentage error is lower than forth grade student's percentage error obviously, measurement estimation level of fourth and sixth grade students enhances along with the grade growth.(2)Measurement estimation result of fourth and sixth grade students has the significant difference in the different measurement estimation type and topic form : the percentage error of the length type is lower than the percentage error of the area type obviously; the percentage error of the graph topic is lower than the percentage error of the actual object topic obviously.(3)Fourth and sixth grade students used unit iterations and reference point and formula and decomposition restructuring and guess and experience strategies in the measurement estimation process. Guess use frequency was the highest, Second is the unit iterations and reference point and experience, formula and decomposition restructuring use frequency lowest.(4)Sixth grade students choice the number of effective strategies and the best strategy hit rate is higher than fourth grade students obviously;in the graph topic choice the number of effective strategies and the best strategy hit rate is higher than in the actual object topic obviously; in the length type choice the number of effective strategies and the best strategy hit rate is higher than in the area type obviously.(5)The using- Frequency of the unit iterations strategy has the Significant difference between the graph topic and actual object topic,the former than the latter; The using- Frequency of the experience strategy has the Significant difference between the graph topic and actual object topic,the latter than the former; The using- Frequency of the unit iterations strategy has the Significant difference between the the length type and the area type,the former than the latter; The using- Frequency of the formula strategy has the Significant difference between the the length type and the area type,the latter than the former.(6)Teaching intervention can significantly improve the number of effective measurement estimation strategies and the best strategy hit rate and accuracy of measurement estimation.