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The Development of Primary Students’ Informal Reasoning and the Influence of Family and School Factors

Author: ZhangYanJun
Tutor: ZhangQi
School: Liaoning Normal University
Course: Developmental and Educational Psychology
Keywords: Pupils Non - formal reasoning Development Characteristics Influencing factors
CLC: G620
Type: Master's thesis
Year: 2009
Downloads: 75
Quote: 0
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Abstract


On the basis of the foreign scholars to study the development of the primary school non-formal reasoning ability evaluation index system of non-formal reasoning, and prompted interviews investigated the development of non-formal reasoning ability of 1-6 graders. In order to investigate the family and school environmental factors on the development of the primary school non-formal reasoning ability of self \According to the results of experiments and research, draw the following conclusions: 1. Grade and level of reasoning, pupils of grade 1 non-formal reasoning ability level differences larger, distributed in three reasoning levels, but mostly in the \The reasoning \The 2 grade pupils non formal reasoning ability level differences narrow distribution reason reasoning and refute the reasoning on two levels, the number of majority in refute the reasoning level; 3-6 grade pupils of non-formal basic reasoning skills have reached refute the reasoning level, and the higher the grade, the higher the level of reasoning. On the grounds quantity, regardless of the number of functional sexual grounds and conditional reason of or non-support for reason of the number and the reason the total number of presence of significant grade differences raised by Grade Pupils functional reason, conditional reasons and grounds for the total number of significantly more than the low-grade pupils; functional reasons the number and reasons for the total number of trends showing a rise with the growth of the grade. The reason the number of non-support of high grade pupils significantly less than the low-grade pupils number of reasons presents the development trend of decline increased with grade. Refute Views, directly refute the number of indirect rebuttal Views and refute the total number of all existence of significant grade differences, high-grade primary school students conducted directly refute the number and indirectly refute Views are significant with more than low-grade pupils, in rebuttal of the total number of , high-grade primary school students were also significantly more than low-grade pupils. Pupils refute the reasoning ability presents the trends of growth with the growth of the year. Reasoning on the number of errors, the reasoning interrupted a number of times and the total number of reasoning errors grade significant differences in low-grade pupils reasoning interrupt number and reasoning errors than the total number of significant high grade pupils. Reasoning the number of errors, reasoning interrupted a number of times and the total number of reasoning errors with the growth of the grade downward development trend. Pupils of non-formal reasoning ability influence of family and school factors questionnaire \the negative impact of the companions of the positive impact of and companions negative impacts. Pupils of non-formal reasoning ability of the functional reason the number and the reason the total number of seven impact factor significantly related; conditional reason the number in addition to parents characteristics and parents of the negative impact of the two factors, with the other five impact factors are there is a significant correlation; reason the number of non-support in addition to the positive impact on the positive impact of parents, teachers and the environment score with five other influencing factors, there are significantly related. 7. Perspective refute and rebut the total number of seven environmental impact factors have a significant correlation; reason to argue, there is a significant positive correlation with the other six factors in addition to the negative impact of teachers; reason and rebuttal of the total number of with 7 impact factors have significantly related. Reasoning the number of errors and the presence of parents characteristics significantly with the related; reasoning interrupt with teachers actively influence, parents characteristics, companions positive impact and environmental score both exists a significant correlation; reasoning error total number of parents characteristics and environmental score the presence significantly with the related. 9 reason the total number of the positive impact of the companion, a positive impact on teachers and teachers of primary school students raised the negative impact of the three factors have significant linear causality. Pupils a negative impact on the reasons and refute the total number of positive impact with their peers, the positive impact of teachers, the negative impact of parents, teachers and companions of the negative impact of the five factors have a significant linear causality.

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