中文摘要：

理解分数概念语义含义,意味着能用分数符号表示不同问题情境中两个量的关系.而分数应用题表征的关键,是将问题情境中事实关系正确转换为分数运算.二者关系尚缺乏实证研究加以检验.以295名小学六年级学生为被试,考察了儿童分数概念语义理解对乘法应用题表征的影响.结果表明：（1）儿童分数概念语义理解可以整体预测乘法应用题表征水平;（2）儿童在部分整体含义和测量含义的理解水平,均可单独预测其对计量、比较和转换乘法应用题表征水平;（3）儿童对＆quot;比＆quot;的理解,可单独预测比较应用题表征水平,对＆quot;商＆quot;的理解,可单独预期转换应用题表征水平,同时,算子含义不能单独预测任何应用题表征水平.这一结果说明,儿童分数概念语义理解影响其表征应用题中的事实关系.

英文摘要：

Fraction, an abstract symbol, had five different meanings in different contests, which might under the basis of children＇ difficulties in fraction problem representation. Based on a sample of 295 six graders. The study explored the contribution of children＇s semantic understanding of fractional concept in word problem representation. The data revealed that： （1） Children＇s performance on fraction problem representation could be predicted by their understanding of the semantic meaning of fraction, （2） students＇ understanding of part-whole and measure meaning of fraction was independent contribution to representation of all three kinds of fraction problems. （3） understanding of ratio meaning of fraction uniquely predicted representation of convert word problem, and understanding of quotient meaning could uniquely predict representation of compare word problem. Meanwhile, operator meaning could not uniquely predict representation of any kinds of word problem. The results indicated that the fractional semantic understanding was help for children to understanding the semantic relation in word problems.