3-6年级数学学习困难儿童与正常儿童空间能力的比较  

A Comparison between Children with Mathematics Learning Difficulties and Children with Normal Mathematics Learning Abilities in Spatial Abilities in 3^(th) to 6^(th) Grades

作　　者：赖颖慧[1] 朱小爽[1] 黄大庆[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]北京联合大学心理素质教育中心,北京100101

出　　处：《心理与行为研究》2014年第1期36-44,共9页Studies of Psychology and Behavior

基　　金：国家自然科学基金(31271106)的资助

摘　　要：选取3-6年级数学学习困难和数学学习正常的儿童共458名,比较了两类儿童空间能力的发展特点。结果表明:(1)正常儿童的空间能力优于数困儿童,二者空间视觉化能力均优于空间定向能力;(2)正常儿童与数困儿童的空间能力均随年龄增长而提高,但二者不同空间能力快速发展的时间点不同;(3)单纯数困儿童的空间能力优于混合数困儿童,后者空间定向能力发展滞后;(4)正常儿童的空间能力在发展过程中对数学成绩的作用量为26.17%,数困儿童为28.43%。A total of 458 primary school children （from Grade 3 to Grade 6） both with mathematics learning difficulties and with normal mathematics learning abilities have been selected in this research. The research used spatial abili- ties items to probe into the development of the visual-spatial ability of the two kinds of children. The results show the following： 1 ） The normal children from Grade 3 to Grade 6 showed higher spatial abilities than the MD chil- dren, and both them performed higher on visualization than orientation ability. 2） The spatial abilities developed with the increase of age, but the critical developing times on spatial abilities of the two kinds of children were dif- ferent. （3） The spatial abilities of pure MD children were superior to the mixed MD children whose spatial orienta- tion developed slower. 4） The contribution of spatial abilities to math scores in development of normal children and MD children were respectively 26. 17% and 28.43%.

关 键 词：儿童 数学学习困难 空间能力 

分 类 号：B846[哲学宗教—心理学]