数学焦虑对儿童加减法认知策略选择和执行的影响  

The Relationship between Children's Mathematics Anxiety and Add-and-Subtract Cognitive Strategy Selection and Implement

作　　者：耿柳娜[1] 陈英和[2] 

机构地区：[1]河北大学教育学院,保定071002 [2]北京师范大学发展心理研究所,北京100875

出　　处：《心理发展与教育》2005年第4期24-27,共4页Psychological Development and Education

基　　金：国家自然科学基金(30270475);教育部人文社会科学重点研究基地项目(02JAZJDXLX002);河北省教育科学"十五"规划(200402024)项目资助

摘　　要：根据数学焦虑量表测查结果,随机选取90名小学1～3年级的儿童为被试,每个年级30人(高、低数学焦虑者各15人).采用实验法、观察法和口语报告法相结合的方式,探讨不同数学焦虑水平儿童加减法认知策略选择和执行情况.结果发现:(1)从策略选择上看,高数学焦虑儿童使用出声策略和手势策略较多;使用对位策略较少.(2)从策略执行上看,高数学焦虑儿童出声策略、手势策略和拆十策略执行的正确率较高;竖式策略和对位策略执行的正确率较低;(3)随着儿童年级的增长,数学焦虑对其策略选择的影响越来越显著.This study primarily probed selection and implement with different level of math anxiety on the add-subtract problems report procedures were used . The results were as follows, of 90 pupils ranged from grade one to grade three strategies. Experimental , observational and verbal Compared with low-mathematical anxiety children, Highmathematical anxiety children used more speaking aloud and gesture, but use less match position. Compared with low-mathematical anxiety children, High-mathematical anxiety children showed higher implement accurate rate on speaking aloud, gesture and decomposition-ten strategies, but lower implement accurate rate on vertical-count and match-position strategies. With the development of children, mathematical anxiety show more influence on children＇s strategy selection.

关 键 词：数学焦虑 儿童 加减法 认知策略 

分 类 号：B844.1[哲学宗教—发展与教育心理学]