大班数学学习困难儿童认知游戏干预的个案研究  

A Case Study of Cognitive Game Intervention for 6-year-old Children with Mathematical Learning Difficulty

作　　者：李正清[1] 周欣[2] 康丹[3] 田丽丽[2] 徐晶晶 

机构地区：[1]丹佛大学,美国 [2]华东师范大学教育学部,上海200062 [3]湖南师范大学教育科学学院,长沙410006 [4]上海市浦南幼儿园,上海200120

出　　处：《幼儿教育（教育科学）》2015年第11期18-25,44,共9页Early Childhood Education(Educational Sciences)

基　　金：教育部人文社会科学基金一般项目“儿童早期数学学习困难的诊断与干预研究”的研究成果之一,项目批准号:11YJAZH130

摘　　要：本研究探讨认知游戏干预法对数学学习困难儿童数学能力和执行功能的影响。研究者选取两名大班数学学习困难儿童，运用认知游戏干预法对其执行功能中的工作记忆、抑制、转换三方面进行干预，每周干预2次，每次30分钟，持续6个月。干预前，这两名儿童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，这两名儿童的执行功能任务得分均有不同程度的提高，但数学能力得分仅其中一名儿童取得了明显进步。研究提示我们：认知游戏可能有助于提高早期数学学习困难儿童的数学能力和执行功能中的工作记忆水平、转换水平，但对执行功能中的抑制水平的干预效果仍需作进一步探讨。This study explores the effects of cognitive game intervention on mathematical ability and executive functions. Two 6-year-old children with mathematical learning difficulty and defects in working memory, inhibition, and switch were selected as the subject. The intervention of cognitive games were implemented twice per week, 30 minutes each time, and lasted for 6 months. Subjects＇ scores in mathematical ability and each executive function task were lower than typical chil- dren before intervention. After the intervention, subjects＇ scores of executive function task increased more or less, but only one of the subjects showed progress in mathematical ability score. It suggests that the cognitive game intervention may improve the children＇s working memory level, switch level and mathematical ability. However, the intervention targeting at inhibition needs to be discussed further.

关 键 词：早期数学学习困难儿童 认知游戏干预 执行功能 个案研究 

分 类 号：G612[文化科学—学前教育学]