中文摘要：

Karmiloff-Smith的表征重述理论认为表征重述是人类获取知识的重要途径，并且表征变化的过程包括程序、元程序和概念化三个阶段。采用微观发生法（包括前测、练习和迁移3个阶段，共8个期间），以数字分解组合任务为研究材料，探讨了120名小学一、二年级儿童问题解决中的表征变化及所受年龄和练习模式等因素的影响。结果表明，前测中存在发展性差异，即二年级儿童达到概念化阶段的人数显著多于一年级儿童，但前测处于程序阶段的儿童接受5次解题练习过程中以及在近迁移题目上都没有表现出年级差异，而在远迁移题目上二年级儿童的完成情况好于一年级儿童。练习模式对表征变化的影响主要体现在三个方面：（1）从变化的路线看，与简单模式相比，复杂模式更能促进儿童的表征发生变化，而且这时儿童表征变化的路线更丰富，表征变化发生循环的人数比例也更高。（2）从变化的速度看，复杂模式下儿童在插入难题的两次练习期间表征变化比较迅速，其余期间变化较小；简单模式下儿童在第二次和第三次练习期间表征变化比较迅速，随后变化比较平稳。（3）从变化的广度看，练习中所获表征能力（在最后三次练习中达到元程序或概念化阶段）的推广，无论是在近迁移题还是远迁移题上两种练习模式之下的被试没有明显差异；但两组被试在近迁移题上的表现均好于远迁移题。

英文摘要：

The aim of the present study was to conduct a microgenetic analysis of the change of representation and its correlates in children＇s solving a specific form of an addition task. Karmiloff-Smith＇s theory of Representation Redescription was adopted as the theoretical framework of this study. Karmiloff-Smith （1992） suggested that representation redescription is an important way to gain knowledge, and that the change of representation includes three phases, which are procedural, meta-procedural and conceptual phase. During the procedural phase, children＇s problem solving behavior is considered to be ＂success-oriented＂. Separate units of behavior are not brought into contact with one another. At the end of this phase, consistently successful performance is achieved, but the change of representation does not stop. In the meta-procedural phase, an overall organization of the internal representation occurs and children can generate ＂organization-oriented＂ behavior. They move beyond procedural success to a phase of internal representational organization and the generation of a unified, single approach for all the parts of the problem. Finally, in the conceptual phase, the interaction between external data and internal representation is regulated and balanced as a result of the combination of internal and external control. Representation sustaining children＇s behavior in this phase is considered to be richer and more coherent, even though children＇s behavior in this phase may appear similar to the procedural phase. The resuhs showed that, in the pretest, the number of 2nd-grade children who achieved the conceptual phase was significantly higher than that of the 1 st graders. There were no significant age differences among those children who achieved the procedural phase with both practice and the near transfer problem during the pre-test, although, in the far transfer problems, the performance of 2nd-graders was better than that of the lst-graders. Practice patterns affected representational change