基于认知加工过程的数学训练方案述评  

Modules for Math: A Review of Cognitive-Process-Based Training Program for Learning Math

作　　者：蔡丹[1] 文茗 J. P. Das 周璇[1] 

机构地区：[1]上海师范大学教育学院,上海200234 [2]Department of Educational Psychology, University of Alberta, Edmonton, T6G 2G5

出　　处：《心理科学》2015年第5期1116-1122,共7页Journal of Psychological Science

基　　金：国家留学基金委公派访问学者(博士后)基金(201308310187);教育部人文社会科学研究青年项目:学习困难中学生的认知加工特征及其与学业智力关系模型研究(11YJC190001)的资助

摘　　要：数学训练方案(Modules for Math)是加拿大心理学家J.P.Das提出的促进数学学习的训练方案。该方案的理论基础是基于Luria神经三级网络的PASS(计划-注意-同时性加工-继时性加工)模型以及Vygotsky主张以言语内化方式进行自我学习的教育原则。数学训练方案包括模式转换;学习数轴;数一数;模仿、画路径和估算;数字记忆广度等五个训练模块,通过大约五十多个活动任务实现一般认知加工的促进,同时迁移到数学学习的课程中。数学训练方案今后将结合行为实验与认知神经影像学数据,证实训练的效果及变化。Modules for Math is a program for improving the foundations of learning math.This is a cognitive enhancement program that was developed by Canadian Psychologist J. P. Das. The theory framework of Modules for Math is Planning- Attention- Simultaneous Processes- Successive Processes （PASS）, which is based on the Luria＇s working of the brain and Vygotsky＇s principles of educating children, mainly internalization of speech that guides self-learning; development of strategies with assistance or prompting, often called ＇scaffolding＇ and the idea that learning occurs in collaboration with others. There are five modules in the program; and they present some 50 activities for enhancement of each of the corresponding five basic skills. Each module involves training a specific basic skill, widely used in doing math. Some examples are Number Line, Differentiating Size of numbers and Value, Visual search, Selective attention, Numerosity （counting）, Simultaneous verbal and nonverbal reasoning, and Working Memory. Modules in the manual have two parts： a focus on the broad cognitive foundations of these skills （global part） followed by their application to basic curricula in math -- a ＇Bridging＇ part that closes the gap between cognitive principles and math curriculum by transferring global concepts learned to applications. The program selects for training ＇the elements that are active in the beginning of children＇s math learning＇ as Geary （2013） mentioned, such as the Approximate number system, Numeral magnitude mapping, and Early explicit knowledge of accurate number system. Geary describes the overall process as ＇attentional control＇. The concept can be understood as essentially Planning and Executive processes. A series of related models provide the basic theoretical and applied structure of the cognitive training tasks in the modules. Broadly, Math Proficiency is divided into two major components that depend on each other. These components are computing and solving word problems.

关 键 词：数学训练方案 PASS理论 认知过程 

分 类 号：B842.1[哲学宗教—基础心理学]