ISSN 0439-755X
CN 11-1911/B
主办：中国心理学会
　　　中国科学院心理研究所
出版：科学出版社

心理学报 ›› 2002, Vol. 34 ›› Issue (04): 70-76.

• • 上一篇    下一篇

小学三年级数学学优生与学困生解决比较问题的差异

李晓东;张向葵;沃建中   

  1. 东北师范大学心理学系,东北师范大学心理学系,北京师范大学发展心理研究所 长春130024 ,长春130024 ,北京100875
  • 发布日期:2002-08-25 出版日期:2002-08-25
  • 通讯作者: 李晓东

DIFFERENCES IN SOLVING COMPARE PROBLEMS: A COMPARISON OF MATHEMATICALLY GIFTED AND MATHEMATICALLY DISABLED THIRD GRADERS OF AN ELEMENTARY SCHOOL

Li Xiaodong, Zhang Xiangkui (Department of Psychology, Northeast Normal University, Changchun 130024) Wo Jianzhong (Institute of Development Psychology, Beijing Normal University, Beijing,100875)   

  • Online:2002-08-25 Published:2002-08-25

摘要： 运用实验法和临床访谈法研究了数学学优生与学困生在解决比较问题时的差异及元认知对解题成绩的影响。被试为 4 0名小学三年级学生。比较问题分为一致问题和不一致问题。元认知包括元认知知识和元认知监控技能。结果表明 :(1)学优生与学困生解决比较问题的成绩差异显著 ,学优生在一致问题和不一致问题上的解题成绩均优于学困生。这种差异与其解题时所运用的表征策略有关。 (2 )学生在解决比较问题中出现的主要错误为转换错误 ,在不一致问题中出现的错误多于一致问题中出现的错误。 (3)学优生与学困生在元认知知识和监控技能上均有显著差异 ,元认知监控技能对解决比较问题的成绩有显著预测作用

关键词: 数学, 问题解决, 元认知

Abstract: This study compared mathematically gifted and mathematically disabled students in solving compare problems and the effects of metacognition on problem solving achievement with both experimental and clinical interview methods. Ss were 40 third graders of an elementary school. Compare problems were divided into consistent problems and inconsistent problems. Metacognition included metacognitive knowledge and metacognitive monitoring skills. The results showed that: (1) There were significant differences between the two group of students, mathematically gifted students performed better than mathematically disabled students in both consistent and inconsistent problems. These differences were due to the different representing strategy used by mathematically gifted and mathematically disabled students. (2) The main errors in solving compare problems were reversal errors, there were more errors in consistent problems than those in inconsistent problems. (3) There were significant differences between mathematically gifted and mathematically disabled students on metacognitive knowledge and metacognitive monitoring skills, metacognitive monitoring skill is a significant predictor in solving compare problems.

Key words: mathematics, problem solving, metacognition