A new curriculum construction and instructional intervention based on children's thinking : The case of ratio concepts

本研究建立了一套以儿童比例思维为基础的新课程。新课程强调比率概念是一种数量运算，而不是符号运算。103名学生参加了以新课程为基础的8节课，91名学生按照教科书接受了正常课程。结果表明，实验组学生在解决概念理解问题上的表现明显优于教科书组。这些结果从基于儿童思维的新课程的角度进行了讨论。

A new curriculum based on children's thinking in ratio was established in the jpresent study. The ratio concepts as a quantity rather than symbol operations was stressed in the new curriculum. One hundred and three students participated in eight lessons based on the new curriculum and 91 received normal lessons following the textbook. Results showed that the students of the experimental group showed significantly superior performance over the textbook group in solving the problems of conceptual understanding. These results were discussed from the view of a new curriculum based on children's thinking.