An Experimental Study On The Combination Of High And One Students

The developmental stage and the cognitive structure theory of thinking proposed by piaget suggest that children after preteens enter the formal operational stage, whose cognitive structure changes qualitatively compare with the concrete operational stage, one of the symbols is the formation of the combined system of cognitive structure. At this time the the mind of subject get rid of the limit of specific things or representation and can operate with the help of the concept and proposition. More over the thinking is not only constrained by reality more importantly enter into the possibility of vast areas. Piaget assert that cognitive structure once formed has a property of crossing situations. It means that subjects’ thinking performance is consistent in different knowledge domains and different situations of questions. However in previous scattered research we found that the combination of teens thinking ability performance is not consistent, we think it is because of the different tasks on one hand, on the other hand is the development of teenagers’ integrated thinking system is not mature, it does not achieve general. This study based on predecessors’ differences and insufficiency, setting up different types and difficulty of task to study of the combination thinking ability of teens. Task types can be divided into multiplication combinations and sampling combinations. Sampling combination is divided into certain elements and uncertain elements. The first experiment is a multiplication model combinatorial task, the participants’ performance on the increasing dimension tasks is good. It implies that in this kind of multiplication combination task the combinatorial thinking has reached the general. Experiment two, three and four are sampling combination task. Experiment two is the certain element sampling combination. The subjects’ combinatorial score is decreased along with the increase of element number of. Experiment three is uncertainty elements sampling combination. The subjects’ combinatorial scores decreased with increasing abstractness of tasks. On the basis of the experiment three the fourth experiments compared two kinds of representation and the two way of asking questions that can cause what influence on adolescent proposition combinatorial thinking. Comprehensive experiments have shown that teenagers sampling combinatorial thinking ability has been obtained, but when faced with a logical structure consistent combination problem, combination of thinking ability with composite element and the element abstract degree increases with the increase in the number show that the backward, and the influence of the present method and the way of asking questions, didn’t reach maturity and across general situation; It reveals that although the ability of sampling combinatorial reasoning is already acquired by adolescents at the formal operation stage, it doesn’t reach the level of generalization. It implies that there may be a distinction of a low level and advanced level in its development.