情感脚手架赋能认知先行组织者对小学生数学核心素养提升的实验研究  

Effects of Emotional Scaffolding-Assisted Cognitive Advance Organizers on Elementary Students’Mathematics Literacy:A Quasi Experimental Study

作　　者：林炜 尹弘飚[2] LIN Wei;YIN Hongbiao(School of Teacher Education,Guangdong University of Education,Guangzhou,Guangdong,510303,P.R.China;Faculty of Education,Chinese University of HongKong,HongKong,999077,P.R.China)

机构地区：[1]广东第二师范学院教师教育学院,广东广州510303 [2]香港中文大学教育学院,中国香港999077

出　　处：《广东第二师范学院学报》2025年第2期43-52,共10页Journal of Guangdong University of Education

基　　金：教育部人文社会科学青年项目:“‘双减’背景下我国中小学生数学学业情绪的影响机制及长效干预研究”(22YJC880040);广东省哲学社会科学规划2022年度一般项目“义务教育阶段大湾区学生学业负担的现状及生态机制研究”(GD22CJY16);广东第二师范学院2024年度校级科研创新团队资助项目(2024KYCXTD007)。

摘　　要：为探讨认知先行组织者和情感脚手架对小学生数学核心素养的影响,分别在采用认知先行组织者教学法的CO实验班、采用情感脚手架赋能认知先行组织者教学法的ES+CO实验班、对照班学生中进行教学实验。在持续5个月的教学实验前后,对学生的数学核心素养进行测试及对比分析。实验数据的协方差分析(ANCOVA)结果显示,ES+CO实验班学生的数学认知核心素养优于CO实验班和对照班学生,而数学非认知核心素养在CO实验班、ES+CO实验班、对照班之间无显著差异。可见,情感脚手架在数学教学中具有特殊的疏通数学认知素养作用,但是对于提升学生的数学非认知素养(包括数学情感)则仍具有一定难度。We first constructed a series of elementary school students’mathematics literacy test,including mathematical cognitive ability test and affective questionnaire.The cognitive test typically is adapted from PISA test,and is available for elementary school students through the measurement discriminability across 200 six grade students of Chinese elementary schools.A quasi-experimental study was conducted to examine the effects of cognitive advance organizers and emotional scaffolds on elementary students’mathematical literacy and affect in the context of China.Students participating in this study were divided into three groups and provided with different treatments:Experimental CO class with the treatment of cognitive advance organizers;Experimental ES+CO class with the treatment of emotional scaffolds assisted cognitive advance organizers;Contrast class without experimental treatment.Tests consisting of mathematical literacy and affect parts were conducted before and after the treatments which lasted five months.The results of analysis of covariance(ANCOVA)showed that student’s mathematics literacy in ES+CO class outperformed that of students in CO class and contrast class,while mathematical affect showed no significant difference in both CO and ES+CO classes.

关 键 词：先行组织者 情感脚手架 数学核心素养 实验研究 

分 类 号：G623.5[文化科学—教育学]