数学学习困难儿童认知游戏干预的个案报告  

A case study of cognitive game intervention for a child with mathematical learning difficulty

作　　者：康丹[1] 周欣[1] 徐晶晶[1] 田丽丽[1] 李正清[1] 

机构地区：[1]华东师范大学学前教育学系,上海200062

出　　处：《中国心理卫生杂志》2014年第10期754-759,共6页Chinese Mental Health Journal

基　　金：教育部人文科学一般课题"儿童早期数学学习困难的诊断与干预研究"(课题号11YJAZH130)的阶段研究成果;"华东师范大学研究生海外研修;国际会议;国内访学基金"资助

摘　　要：本文探讨了认知游戏干预对数学学习困难儿童的数学能力和执行功能的影响。选取存在数学学习困难和在执行功能的工作记忆、抑制、转换三个方面均存在缺陷的儿童W(男性,6岁5个月),运用认知游戏进行干预,每周干预2次,每次30 min,持续6个月。以11名数学能力正常的儿童的测评得分作为对照。干预前,W在数学能力和执行功能各项任务中的得分均低于正常儿童。干预后,W的数学能力得分和执行功能任务中的科斯积木任务、灵活项目转换任务、词语倒背任务、数字倒背任务的得分均有所提高,仅"白天/黑夜"任务的得分没有变化。研究提示认知游戏可能能够提高W的数学能力、工作记忆和转换能力,但是没有提高其抑制能力。To explore the effects of cognitive game intervention on math ability and executive function in a child with mathematical learning difficulties. W, a boy aged 6 years and 5 months, with difficulty in learning mathematical and defects in working memory, inhibition, and switch was selected as the subject The intervention of cognitive games such as jigsaw puzzles and memory puzzles were implemented to W. The intervention was implemen- ted twice per week, 30 minutes each time, and lasted for 8 months. Eleven children with normal mathematical ability were selected as the control group without any intervention. W＇s scores in mathematical ability and each executive function task were lower than controls before intervention. After the intervention, W′s mathematical ability score and the scores of executive function task were increased except the score of“day and night” task. It suggests that the cognitive game intervention may improve the child＇s mathematical ability, working memory and switching ability, but show no effect on inhibition.

关 键 词：数学能力 执行功能 干预 个案研究 

分 类 号：B844.1[哲学宗教—发展与教育心理学]