小学数困生应用题列式成绩、表征水平与PASS各认知过程的关系  

The Relationship Among Equation Listing Performance of Word Problems,Representation Level and PASS Cognitive Processing in Pupils With Math Learning Disability

作　　者：李清[1] 王晓辰[2] 

机构地区：[1]浙江传媒学院社科部,杭州310018 [2]浙江工商大学工商管理学院,杭州310018

出　　处：《心理科学》2010年第5期1234-1236,1261,共4页Journal of Psychological Science

基　　金：国家自然科学基金项目(编号:30470581);上海市教育科学研究重点项目(编号:A0820)的资助

摘　　要：使用自编小学生应用题测试题和认知评估系统CAS对小学数学双困生、单困生和学优生的应用题列式成绩、表征水平与PASS各认知过程之间的关系进行探究,结果发现:CAS分量表分(尤其是计划分量表、同时性加工分量表)对三类小学生的应用题列式成绩和应用题问题表征水平具有较好的预测力。注意对小学生应用题解题成绩有相当的影响。Three kinds of primary school pupils participated in these studies,who were double deficit pupils（including math and Chinese learning disability）,single math learning disability pupils and normal math learners.The authors used the self - adapted questionnaire of Pupil Word Problem and the CAS to examine the relationship among equation listing performance,representation level and PASS cognitive processing.The results indicated that the scale score of CAS,especially the planning and simultaneous scale score could adequately predict the equation listing performance and the representation level of word problems.Attention exerted a great impact on the equation listing performance.

关 键 词：小学生 数学学习困难 应用题表征 PASS 

分 类 号：G623.5[文化科学—教育学]