摘要
采用3组平衡组实验设计对小学四年级171名学生进行教学实验,两组实验班学生分别采用讲授式和探究式教学方法进行简算策略计算教学,对照班教师自主进行计算教学。结果揭示:通过专门开设简算策略教学训练课,实验班学生的的计算成绩、计算速度和计算兴趣显著高于对照班学生;实验班的延迟提示与不提示测验无显著差异,未出现策略"利用性缺陷"现象;讲授式和探究式教学方法进行策略教学的效果无明显差异。本研究表明:专门开设策略训练课能提高学生的计算水平和学习兴趣,是有效的和必要的;只要教学方法得当,策略"利用性缺陷"可以避免。
Strategic problem solving is a very effective approach for children to acquire cognitive abihty. Siegler （1983） has revealed four basic addition strategies： counting fingers, fingers, verbal counting, and retrieving. However, his studies merely focus on strategies involving children＇s natural acquisition and self- discovery mechanisms. Furthermore, these calculation strategies are limited to single - digit addition and subtraction.
Participants included 171 Chinese children in three fourth - grade classes at a Chmese Experimental Elementary School, composed of 88 boys and 83 girls. In the pretest of the study, all the three classes were equivalent with respect to the students＇ arithmetic level and the instructors＇ teaching capacity. From the three classes, two were randomly selected to serve experimental groups and one as the control group. During the strategies training period, the three groups were instructed by their original teachers. The two experimental groups were trained using the teaching models designed by researchers - one group used the expositive model and the other, the exploratory model. On the other hand, the control group was taught using the teacher＇s original method. The independent variables constituted the different teaching methods, and the dependent variable was the level of the students＇ arithmetic. This paper discusses the following three main aspects. First, it compares the effects of the researchers＇ methods and the teacher＇s original method on students＇ calculating performance in the posttest. Second, it compares the effectiveness of the expositive and exploratory methods by analyzing the posttest results. Finally, it explores the students＇ utilization deficiency by evaluating the effects of the training strategies in the delayed posttest that took place 45 days after the completion of the training.
By comparing the experimental groups with the control group, this study showed that in the experimental groups, students＇ calculating performance, calculating speed, and learning interest were raised significantly through the shortcut strategy training. In the delayed posttest, the result reveals no obvious difference between the test papers containing clues to prompt students to use strategies and the test papers without such clues. This indicates that utilization deficiency can be avoided as long as the training method is appropriate. Finally, there is little difference between the effect of the exploratory and expositive teaching methods used in this study. This is probably because Chinese students have been accustomed to the latter style. They may need time to adapt to the exploratory teaching method.
Based on this study, we can conclude that the level of the students＇ arithmetic ability, their calculating speed, and learning interest can be raised, significantly through the specialized training strategy described in the paper; strategy utilization deficiency can be avoided as long as the training method is appropriate.
出处
《心理学报》
CSSCI
CSCD
北大核心
2008年第1期47-53,共7页
Acta Psychologica Sinica
基金
全国优秀博士学位论文作者专项资金资助(批准号200509)。
关键词
小学儿童
简算
策略训练
利用性缺陷
延迟
elementary school children, shortcut calculation, strategy training, utilization deficiency, delay
