中重度发展障碍学生数学能力干预研究的元分析  

A Meta-Analysis of the Intervention Study on Mathematics Ability ofStudents With Moderate and Severe Developmental Disabilities

作　　者：毛祎雯 柳笛[2] 蔡玮炜 曾滢颖 MAO Yiwen;LIU Di;CAI Weiwei;ZENG Yingying(Department of Special Education,Faculty of Education,East China Normal University ,Shanghai 200062;College of Teacher Education,East China Normal University ,Shanghai 200062;Chengjia Special School of Jiading District, Shanghai 201822)

机构地区：[1]华东师范大学教育学部特殊教育学系,上海200062 [2]华东师范大学教师教育学院,上海200062 [3]上海市嘉定区成佳学校,上海201822

出　　处：《现代特殊教育》2021年第22期25-33,68,共10页Modern Special Education

基　　金：2020年度上海市哲学社会科学规划教育学一般项目“移动终端新技术在自闭症谱系障碍儿童数学学习的干预研究”(A2013)阶段性研究成果。

摘　　要：随着对中重度发展障碍学生数学学业期望的提高,对有效数学能力干预的需求增长。通过对26篇中重度发展障碍学生数学能力干预研究进行元分析,并考察被试人口学特征、干预参数、干预方法、干预内容等对干预效果的影响,结果发现,中重度发展障碍学生的性别、年龄、干预环境以及干预方法不影响干预效果,障碍类型、干预形式与干预主体调节干预效果;量概念与数学问题解决的干预效果优于综合实践领域。With the increasing expectation for students with moderate and severe developmental disabilities in mathematics learning,the demand of effective mathematics ability interventions increases.This paper conducted a meta-analysis of 26 intervention studies on mathematics ability of students with moderate and severe developmental disabilities to investigatethe effects of demographic characteristicsof participants,intervention parameters,intervention methods and intervention contents on the intervention effect.The results show that gender and ageof students with moderate and severe developmental disabilities,intervention environment and intervention method do not affect the intervention effect,and the type of obstacle,intervention form and intervention subjects moderatethe intervention effect.The intervention effect of quantity concept and mathematical problem solving is better than that of comprehensive practice.

关 键 词：中重度发展障碍学生 数学技能 干预方法 干预形式 干预主体 

分 类 号：G760[文化科学—特殊教育学]