CAJ | 학술논문

考察11-14岁学生关于可能性比较的认知发展趋势、影响因素，以及认知发展的个体差异。研究表明，11-14岁的学生对可能性比较的认知经历了缓慢发展、倒退发展、停滞发展3个阶段；重复样本条件下，组合运算显著影响可能性的比较；学生的可能性比较水平存在学校类型、父母学历的差异。学生进行可能性大小比较时最容易出现的错误主要是：缺乏对可能性大小客观存在性的认识；重复样本条件下倾向于构造模糊的样本空间。
고찰11-14세학생관우가능성비교적인지발전추세、영향인소，이급인지발전적개체차이。연구표명，11-14세적학생대가능성비교적인지경력료완만발전、도퇴발전、정체발전3개계단；중복양본조건하，조합운산현저영향가능성적비교；학생적가능성비교수평존재학교류형、부모학력적차이。학생진행가능성대소비교시최용역출현적착오주요시：결핍대가능성대소객관존재성적인식；중복양본조건하경향우구조모호적양본공간。
This research examined the 11 to 14 year-old students on possibility comparison from aspects as cognitive development trends, influencing factors and the individual differences of cognitive development. The study showed that 11 to 14-year-old students’ cognitions of possibility comparison experience three phases:slow development, retrogressive development and stagnant development;under duplicate samples conditions, the combinatorial computing significantly affects the comparison of possibility;students’ levels of possibility comparison differ in school types and parents’ educational backgrounds. The mistakes students are most likely to make when making comparison of possibility are:lack of understanding of the objective existence of possibility;under duplicate samples conditions, students tend to construct vague sample space.