小学六年级数学困难儿童的元认知特点及其在应用题解决中的表现  

The Metacognitive Ability of Sixth-Year Primary School Students with Mathematics Learning Disabilities and Their Performance on Application Problem Tests

作　　者：郝嘉佳[1] 齐琳[2] 陈英和[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875 [2]北京师范大学出版社,北京100875

出　　处：《中国特殊教育》2011年第2期52-57,共6页Chinese Journal of Special Education

基　　金：全国教育科学规划国家重点项目(ABA050001)

摘　　要：本研究修订了《小学数学元认知问卷》,以此考查了小学六年级数学学习困难儿童在数学学习活动中的元认知特点,并以分数应用题为问题情境,通过口语报告及观察考查了数学学习困难儿童解题时的具体表现。结果表明:(1)经过两次修订的问卷确定了自我意象、自我调节、策略使用和动机四个维度;(2)数学学习困难儿童在问卷四个维度上的平均得分均低于学优儿童。(3)儿童在《小学数学元认知问卷》的总分与各维度得分与其在数学应用题问题解决中元认知行为表现显著相关。(4)在应用题解决问题情境中,数学学习困难儿童缺乏监控过程和检查结果的元认知技能,能够制定计划,但执行有效性较差。This study aims to probe into the metacognitive characteristics of sixth-year primary school students with mathematics learning disabilities in their mathematics learning, by using the revised Questionnaire on Primary School Students＇ Metacognitive Ability in Mathematics, and explore these students＇ solution of problems on the application of fractions by means of verbal reports and observations. The results show the following： （ 1 ） The questionnaire twice revised confirms four dimensions： ＇selfimage, selfregulation, strategy application and motivation. （2） The students with mathematics learning disabilities achieve lower average scores on the four dimensions than those with excellent mathematics learning abilities. （3） The children＇ s total scores on the Questionnaire on Primary School Students＇ Metacognitive Ability in Mathematics and their scores on the four dimensions are significantly correlated with their metacognition during their solution of application problems. （4） As far as the solution of application problems is concerned, the students with mathematics learning disabilities lack metacognitive skills in the monitoring process and the test results, as well as effective implementation of the plan made.

关 键 词：数学元认知 学习困难 应用题解决 

分 类 号：B842.3[哲学宗教—基础心理学]