| 7-8岁数学学习困难与正常儿童加法策略比较研究 |
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| 引用本文： | 陈英和,赵延芹,张可娟,王明怡.7-8岁数学学习困难与正常儿童加法策略比较研究[J].中国特殊教育,2004(11). |
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| 作者姓名： | 陈英和 赵延芹 张可娟 王明怡 |
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| 作者单位： | 北京师范大学发展心理研究所，北京师范大学发展心理研究所，北京师范大学发展心理研究所，北京师范大学发展心理研究所 北京，100875，北京，100875，北京，100875，北京，100875 |
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| 基金项目： | 国家自然科学基金项目 (项目号 :3 0 2 70 475 )，教育部人文科学重点学科基地项目 (项目号 :0 2JAZJDKXLX0 0 2 )，北京市“十五”教育科学规划项目 |
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| 摘 要： | 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
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| 关 键 词： | 小学儿童 加法策略 数学学习困难 |
A Comparison Study of 7-8 year MD and MN Children's Addition Strategies |
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| CHEN Yinghe ZHAO Yangqin ZHANG Kejuan WANG Mingyi.A Comparison Study of 7-8 year MD and MN Children's Addition Strategies[J].Chinese Journal of Special Education,2004(11). |
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| Authors: | CHEN Yinghe ZHAO Yangqin ZHANG Kejuan WANG Mingyi |
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| Abstract: | children,30 Mathmatically Disabled (MD) and 30 Mathmalically Normal (MN) in grade two and three primary school children,participated in the research.Experimental,observational and verbal report procedures were used to compare the characteristics of MD and MN children's addition strategy choice and performance on addition task.The results were as the follows:(1)Primary school children's selection of addition strategies showed diversity,adaptability and simplicity.(2)Speaking aloud,rowing numbers in mind,decomposition,dui-wei and retrieval were the basic and main strategies in solving addition task.Compared with MN children,MD children used more fingers,counting and other (guessing and giving-up)strategies,but MN children selected more retrieval,decomposition,making up the numbers and change number location,and multiplicative strategies.Grade 3 MD children had no difference with Grade 2 MN ones on strategy selection.(3)Compared with MN children,the MD children's accurate rate was lower and reaction time was longer.For main strategy types,MD children's performance was lower as well. Grade 3 MD children showed the same execution level with grade 2 MN ones. |
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| Keywords: | primary school children mathematically disabled addition strategy |
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