基于PASS模型的5～6岁数学学习困难儿童认知加工特点分析  

On the Cognitive Processing Characteristics of Kindergarten Children with Mathematical Learning Difficulty Based on PASS Model

作　　者：康丹[1] 周欣[2] 田丽丽[2] 

机构地区：[1]湖南师范大学教育科学学院,长沙410081 [2]华东师范大学学前教育与特殊教育学院,上海200062

出　　处：《学前教育研究》2016年第1期30-40,共11页Studies in Early Childhood Education

基　　金：教育部人文社会科学研究项目"儿童早期数学学习困难的诊断与干预研究"(批准号:11YJAZH130)

摘　　要：本研究运用动态认知过程测量工具（D—N：CAS）和早期儿童数学能力测验（TEMA）比较了5-6岁数学学习困难儿童和一般儿童的认知加工特点，结果发现儿童的数学能力与PASS认知加工相关程度很高，PASS认知能力可以预测儿童的数学能力，其中计划能力是学前阶段儿童数学能力非常重要的预测因子；D—N：CAS认知过程测量工具可以作为考察儿童早期数学学习困难认知缺陷的工具，数困组儿童在计划、注意、同时性加工和继时性加工等分量表上的得分均显著低于正常组儿童，除了单词系列任务外，在其他11项分任务中得分均不如正常组儿童。基于这一研究结果，幼儿园教育工作者应认识到数学学习需要不同认知成份的配合，针对数学学习困难儿童存在的动态性认知缺陷，可以尝试设计一些需要计划等认知能力参与的游戏，对他们进行认知策略训练和元认知策略干预，并应在教学过程中尽量减少这些儿童的外部认知负荷，运用多种支架策略帮助他们学习数学。In order to study the cognitive processing characteristics of 5--6 year-olds with mathematical learning difficulty, D-N： CAS and TEMA were used as measuring tools and the cognitive processing characteristics between MLD children and typical children were compared. The result indicated that children＇s mathematical ability had close relationship with PASS cognitive process; PASS could predict children＇s mathematical ability, and planning ability was a very important predictor of preschool children＇s mathematical ability; D-N： CAS could be used as a reliable tool to study children＇s cognitive defects in early mathematical learning difficulty. Recommendations for education were also discussed as followed.

关 键 词：数学学习困难 PASS理论 计划能力 同时性加工 继时性加工 

分 类 号：G613.4[文化科学—学前教育学]