共查询到20条相似文献，搜索用时 171 毫秒
1.
本研究以180名3～6岁儿童为被试,采用个别施测的方式考察儿童数量估算能力的发展及其使用的估算策略。研究结果发现:(1)3～6岁儿童虽已具有一定的数量估算能力,但其作出合理估算的能力仍较低。(2)3～6岁儿童在估算策略的运用上存在年龄差异,半数以上大班儿童使用了三种或三种以上估算策略,中班儿童中以使用一到两种策略的为多,而几乎一半的小班儿童无法说出自己使用了怎样的策略。(3)大班儿童较多使用较为复杂、高级的估算策略,而中班和小班儿童较多使用较为简单、低级的估算策略。 相似文献
2.
群体加入技能是儿童成功地进行同伴互动的基本技能.儿童加入群体时所采用的策略多种多样,效果各不相同,且儿童对这些策略的选择和使用受多种因素的影响.本文通过对国内外相关研究成果的梳理,分析儿童群体加入策略的研究现状及其不足. 相似文献
3.
用实验室观察法获得2岁儿童母亲的教养行为和儿童4岁时的自由游戏资料。母亲的教养行为包括教养目标(是否鼓励独立和是否鼓励与母亲接近)、教养策略(高压力策略和低压力策略)和敏感性，儿童行为主要考察自由游戏情景下的旁观行为和无所事事，作为儿童行为抑制的表现。结果表明2岁时母亲鼓励儿童独立和不鼓励儿童独立的教养目标、高压力教养策略的使用和敏感性与儿童4岁时的抑制行为相关显，母亲的敏感性能显预测儿童的抑制行为。 相似文献
4.
本研究通过问卷调查与故事情景测查,对114名47.85～71.09个月的儿童在同伴冲突场景中使用的解决策略及其心理理论水平进行了研究.通过分析和对比,本研究发现使用协商、猜拳等策略的儿童心理理论水平较高,而使用控制和求助第三者策略的儿童心理理论水平较低.儿童对谦让策略的使用与其心理理论水平不相一致;无论是从同伴冲突解决策略家长问卷还是从对儿童的实际冲突解决策略测查来看,在解决冲突时,家长和儿童都倾向于选择"谦让""协商"策略;在儿童同伴冲突解决策略研究中,使用家长问卷调查的方法和通过故事场景对儿童进行实际测查的方法会得到不同的结果. 相似文献
5.
儿童数学认知策略研究新进展 总被引：10，自引：0，他引：10
认知策略是指向认知目标的一种心理操作,主体通过使用策略,可以达到解决问题的目的,关于儿童数学认知策略的研究是探讨个体整个认知策略发展的重要途径之一。儿童数学认知策略的特性主要表现为多样性和差异性、竞争性和适应性、突变性和渐进性。儿童数学认知策略的发展主要受教育环境、工作记忆、数学焦虑的影响。微观发生学的研究方法为儿童数学认知策略的研究提供了一个新的视角。目前儿童数学认知策略研究的新趋势主要集中在有意识和无意识之间的关系、影响儿童数学认知策略发展的内在因素和外在因素之间的关系、进一步扩大儿童数学认知策略的研究范围等方面。 相似文献
6.
为了了解以普通话为母语的儿童在指称和命名图片上两个语义相关的陌生物体时所用的语言单位类型,本研究对84名学前儿童进行了实验。结果表明在指称任务中,儿童使用的语言单位因年龄的不同而存在较大不同,小班儿童倾向于用单个词或短语,中班和大班儿童倾向于使用句子和复合词,反映了儿童认知陌生物体的不同策略和认知水平的提高;在命名任务中,儿童使用复合词的比例有较大提高,使用句子的比例下降,反映了儿童组合语素造词能力的发展。 相似文献
7.
本文以儿童认知发展理论为基础．认为英语学习可看作是儿童认知发展的一部分．可以运用相关的认知策略帮助学习。本文首先讨论了学习策略在儿童英语学习中是否可行;其次归纳了各种学习策略,重点解释了如何在教学中运用和操作注意策略、记忆策略和交际策略：最后说明了策略的过度使用可能会带来负效应。 相似文献
8.
9.
7-8岁数学学习困难与正常儿童加法策略比较研究 总被引：1，自引：0，他引：1
选取二、三年级数学学习正常和学习困难的儿童各 30名 ,共 12 0名被试。采用实验法、观察法和口语报告法相结合的方式 ,考察了两类儿童在加法任务中 ,策略选择和执行的差异及特点。研究表明 :小学低年级儿童的策略选择具有多样性、适应性和简约性的特点。从策略选择上看 ,出声、竖式、分解、对位和提取策略是小学 2— 3年级两类儿童的主选策略 ;数学学习困难儿童较多使用手指、数数、放弃和猜测等策略 ;数学学习正常儿童则较多使用提取、分解、凑数、换位和乘法策略。从策略执行上看 ,小学低年级数学学习困难儿童比正常儿童策略执行的正确率低 ,反应时长 ,有效性差 相似文献
10.
任瑛 《张家口职业技术学院学报》2003,16(2):14-16
许多研究表明，学习困难儿童的主要原因在于认知策略不良。因此，教育与转化学习困难儿童，必须重视和加强认知策略的训练。首先，学习策略训练意在提高学习困难儿童学习策略使用水平，使他们形成主动的自我控制型的学习风格，有效地克服学习中的各种困难；其次，归因策略训练是针对学习困难儿童在学习成败情景中的归因倾向而设计的一种教育训练计划。通过训练增强学习困难儿童的自信心，激发他们的学习动机，达到教育的真正目的；再次，监控策略训练是学习困难儿童运用监控策略对他们的每一步认知过程进行评价与调节，最终实现满意的教育效果。 相似文献
11.
Strategic processes are a form of procedural knowledge in which a child knows how to enact a given strategy that improves their capability in problem solving or learning. The solution strategies children use are critical components of their learning, especially in mathematics. Children vary substantially in their knowledge and use of different strategies, and much research has focused on intraindividual strategy variability. However, we do not know if classrooms that evince a broader variety of strategies across children are related to higher mathematics achievement. We investigated the diversity of arithmetical strategies within classrooms and examined the relations between strategy diversity and mathematical achievement as children moved from preschool to kindergarten and first grade. These analyses were applied to data from a large-scale experiment involving 1305 children from 42 schools and 106 classrooms. We created and applied a new method of measuring classroom strategy diversity and related this measure to children’s concurrent and subsequent math achievement. We found that early strategy diversity was strongly related to achievement, but in subsequently, less diversity was so related. We compared these results to the predictions of three theoretical categories and found that our results mainly supported one. 相似文献
12.
Joke Torbeyns Lieven Verschaffel Pol Ghesquière 《European Journal of Psychology of Education - EJPE》2002,17(3):275-291
In this study we investigated the variability, frequency, efficiency, and adaptiveness of young children’s strategy use in the domain of simple addition by means of the choice/no-choice method. Seventy-seven beginning second-graders, divided in 3 groups according to general mathematical ability, solved a series of 25 simple additions in 3 different conditions. In the first condition, children could choose whatever strategy they wanted to solve each problem. In the second and third condition, the same children had to solve all problems with one particular strategy, respectively adding up to 10 and retrieval. The results demonstrate that second-graders as a whole choose adaptively between retrieval, decomposition, and counting strategies when solving simple additions, and that they use these strategies neither equally frequently nor equally efficiently. Furthermore, our results indicate that children with different mathematical ability use generally the same strategies to solve these problems, but differ in the frequency, accuracy and adaptiveness with which they apply these strategies. Finally, this study documents the value of the choice/no-choice method to assess the adaptiveness of young children’s strategy use in the domain of early arithmetic. 相似文献
13.
This study investigated the strategy characteristics and development of children with mathematical disabilities (MD) in the domain of simple addition and subtraction, in terms of Lemaire and Siegler's model of strategic change, using the choice/no-choice method and the combined chronological-age (CA)/ability-level (AL)-match design. Four groups of children, matched on either CA or mathematical AL, solved a series of 36 problems with the bridge over 10 in four conditions. In the choice condition, children could choose between retrieval, decomposition to 10, and counting on to solve each problem. In the retrieval, decomposition, and counting conditions, they had to answer the same 36 problems using retrieval, decomposition to 10, and counting on, respectively. The results revealed clear differences in the frequency, efficiency, and adaptiveness with which the CA-matched children applied the available strategies. In contrast, we observed no differences in strategy frequency, efficiency, and adaptiveness between the AL-matched children. These results support the hypothesis that the strategy development of children with MD is marked by a delay rather than a specific deficit. Moreover, this study further documents the value of the methodology used to study children's strategy use and development in the domain of simple arithmetic. 相似文献
14.
H. Lee Swanson Cathy Lussier Michael Orosco 《Learning disabilities research & practice》2013,28(4):170-183
This study investigated the role of strategy instruction and cognitive abilities on word problem solving accuracy in children with math difficulties (MD). Elementary school children (N = 120) with and without MD were randomly assigned to 1 of 4 conditions: general‐heuristic (e.g., underline question sentence), visual‐schematic presentation (diagrams), general‐heuristic + visual‐schematic, and an untreated control. When compared to the control condition that included children with MD, an advantage at posttest was found for children with MD for the visual‐schematic‐alone condition on measures of problem solving and calculation accuracy, whereas all strategy conditions facilitated posttest performance in correctly identifying problem solving components. The results also suggested that strategy conditions drew upon different cognitive resources. The General‐heuristic condition drew primarily upon the executive component of working memory (WM), Visual‐schematic condition drew upon the visual component of WM and the combined strategies condition drew upon number processing skills. 相似文献
15.
赵凤 《青海师范大学学报(哲学社会科学版)》2009,(4):137-140
随着城市化进程的加快,越来越多的农村剩余劳动力流人城市,由此而产生的农村"留守儿童"的教育问题已成为中国社会转型期的社会问题之一.本文在对青海部分农村实地调查的基础上,对农村"留守儿童"教育中存在的问题进行分析并提出相关对策建议. 相似文献
16.
学习困难儿童的心理特点与教育策略 总被引：3，自引：0，他引：3
儿童学习困难的问题是学校、教师、家长、学生共同关心的话题。在系统地分析学习困难儿童的神经心理、认知心理、社会性发展和心理健康等特点的基础上，提出训练学习困难儿童的学习策略。归因策略和认知监控策略的教育对策。 相似文献
17.
扶跃辉 《上海师范大学学报(哲学社会科学版)》2009,(1):22-26
社会观点采择能力作为一种认知能力,对儿童的社会化起了极大的推动作用。冲突解决策略被看成个体社会化、自主活动和社会性整合水平的指标。个体在冲突过程中使用的策略实际上反映了其社会化水平及社会技能的高低。本研究的目的在于了解小学生社会观点采择和两种角度中的冲突解决策略的关系,为帮助学生更好地发展有效解决冲突的策略提供必要的理论依据。研究得到以下结果：各个年级学生使用较多的冲突解决策略为问题解决、顺从和强制策略。社会观点采择的不同类型影响学生对问题解决的选择。总体上,情感观点采择和问题解决策略呈显著正相关。情感观点采择对问题解决有显著预测作用。 相似文献
18.
Several studies employing the "20 questions" test reported that reflective children asked proportionally more constraint-seeking (CS) questions than did impulsive children. The finding was interpreted as supporting the generally accepted view that reflective children are more mature and more efficient problem solvers than impulsive children. Inexplicably, the reflectives' higher proportion of CS questions was not associated with fewer questions to solution, that is, with greater efficiency. The present study examined an alternative hypothesis that differences in performance of impulsive and reflective children on the "20 questions" test are due to individual differences in preferred perceptual processing strategy rather than in cognitive maturity of problem-solving strategy. Efficiency of performance of reflective and impulsive children was shown to be related to type of stimuli and experimental conditions employed, supporting a perceptual rather than cognitive-maturational interpretation. 相似文献
19.
开展学前儿童一体化教育的研究，将为特殊儿童的早期教育提供科学的依据。为深入研究一体化教育中的教学策略。解决正常儿童与特殊儿童在一体化状态下接受教育的实质问题，对学前儿童一体化教育提供四种策略，即学前儿童一体化教育的安置策略、目标策略、内容策略和组织形式及方法策略。学前儿童一体化教育是个比较新的研究领域，通过本文提出关于学前儿童一体化教育教学策略的基本框架。 相似文献
20.
This study investigated the effect of initial instruction on the processes children use to solve addition and subtraction word problems. Prior to instruction and following a two-month introductory unit on addition and subtraction, 43 first-grade children were individually tested on verbal problems representing different addition and subtraction situations. Prior to instruction, the children's solution processes directly modeled the action or relationships described in the problem. Following instruction, they generally used a separating strategy for all subtraction problems. Although they could solve the problems, few children could coordinate their solutions with the arithmetic sentence they wrote to represent the problem. 相似文献