【作者】 于素红；

【导师】 方俊明；

【作者基本信息】 华东师范大学 ， 特殊教育学， 2007， 博士

【摘要】 解决加减文字题是数学教学的重要内容之一。解决文字题需要理解问题的语言和情境、制定解题计划、进行计算等多项能力。由于听力障碍，大多数聋生在解决加减文字题时遇到很多困难。研究者主要关注了听力正常学生文字题的解决，但有关聋生的研究却很有限。本研究运用了多种方法，设计了系列实验，通过对聋生与听力正常学生的比较实验研究，探究了聋生解决加减文字题的困难以及阅读能力、问题模型建构、表征策略、元认知能力等对聋生解决加减文字题的影响。本研究还探讨了教学干预训练对提高聋生解决加减文字题成绩的影响。论文的第一部分回顾了中外听力正常学生和聋生解决加减文字题的重要研究，特别关注了解题过程，文字题的语义和非语义特征对问题难度的影响，表征策略、元认知能力和阅读能力在文字题解决中的作用，基本的研究方法，以及仍在争论的问题。最后，提出了本研究的基本思路。论文的第二部分是实验研究，分为两个部分。第一部分共有5个实验，探讨了影响聋生解决加减文字题的因素。实验1要求学生解决文字题并回答一些问题，目的是通过听力正常学生和聋生的比较，探讨聋生解决加减文字题的困难以及问题模型建构、表征策略、元认知能力在问题解决中的作用。实验2要求听力正常学生和聋生选择表达问题结构的图示并在有问题结构图示提示的条件下解决文字题，目的是探讨聋生解决文字题与表征文字题所描述的问题情境的关系。实验3要求聋生用棋子表达对文字题的理解，目的是探讨聋生理解文字题的语言与解决文字题的关系。实验4要求聋生玩纸牌游戏，目的是测查其对数的差异知识的掌握情况，揭示聋生量的领域的中心概念结构与文字题解决的关系。实验5监控听力正常学生和聋生阅读和解决加减文字题的眼动轨迹，目的是了解学生理解和解决文字题的过程。实验研究的第二部分有1个实验(实验6)，目的是探讨综合干预训练对提高聋生解决加减文字题成绩的作用。论文的第三部分对实验的结果进行了综合讨论，并提出了一些建议。论文的第四部分归纳了本研究的主要结论并展望了今后研究的前景。本研究得出以下几点主要的结论：(1)与同年级的听力正常学生相比，小学3年级聋生解决加减文字题时遇到更多的困难和存在多重认知障碍；(2)聋生作为一个听力障碍群体，解决加减文字题上的认知能力比听力正常学生有更多的个体间差异和缺乏内部的稳定性；(3)聋生解决加减文字题时遇到的困难主要是面对文字题不能设计出正确的解题计划。而不能设计出正确的解题计划的主要原因是阅读能力薄弱不能正确地理解文字题的语言、不能正确地建构相应的问题模型、表征策略不当、元认知水平低；(4)解决加减文字题困难并不是聋生固有的、不可改变的缺陷，通过持续一定时间的语言理解、表征策略、问题模型建构、元认知等方面的综合训练，可以提高聋童解决加减文字题的实际水平和认知能力。更多还原

【Abstract】 An important component of mathematical training is solving addition and subtraction word problems. Solving word problems demands the abilities to access many different skills, such as language understanding, an understanding of the described situation, the ability to find an equation, and computation abilities to solve the problem. Because of the loss of the hearing, most of the deaf students experience considerable difficulties with addition and subtraction word problems. Researchers have focused on word problem-solving in normal students. However, there has limited research of deaf students. By the comparison of the normal students and the deaf ones, this study employs various scientific methods and designs a series of experiments to explore the difficulties experienced by the deaf students when presented with addition and subtraction word problems and the roles of the reading abilities, the semantic model representation, the representing strategies, and the metacognitive skills in word problem-solving of the deaf students.This study also explores the impact of a training program to improve the deaf students’ problem-solving skills for addition and subtraction word problems.The first part provides an overview of the important previous researches on addition and subtraction word problem-solving of normal students and deaf ones both in the world and in China, such as the comprehension process, the effects of the semantic features as well as the non-semantic ones on problem difficulty, the roles of the representing strategies, the metacognitive skills, and the reading abilities in word problem-solving, the popular research methods, and the unsettled debates of this domain. Finally, the basic research design is proposed.The second part is the experimental studies, which includes two research themes. There are five experiments to explore the influential factors on deaf students’ solutions in the first theme. In experiment 1, children are required to solve a series of problems and then to answer some questions. Experiment 1 is conducted to explore the difficulties experienced by the deaf students and the roles of the semantic model representation, the representing strategies, and the metacognitive skills in addition and subtraction word problem-solving of the deaf students by the comparison of the normal students and the deaf ones. In experiment 2, the normal students and the deaf ones are required to select pictures that represented the problems’ structures and then to solve a series of problems with pictures that best represented the situation described in the stories. Experiment 2 is conducted to explore the relationship between solution success and the ability to conceptualize properly problem situations as described by problem texts. In experiment 3, the deaf students are required to build material representation with pieces. Experiment 3 is conducted to reveal the relationship between comprehension of verbal messages and word problem-solving of the deaf students. In experiment 4, the deaf students are required to play some card games. Experiment 4 is conducted to measure students’ knowledge about linguistic numerical difference and to reveal the relationship between the conceptual structures in the quantitative domain and word problem-solving of the deaf students. In experiment 5, the eye-movements of the normal students and the deaf ones are monitored while they read and solve addition and subtraction word problems. Experiment 5 is conducted to reveal the participants’ ongoing comprehension and problem-solving processes. There is one experiment(Experiment 6) to explore the impact of an comprehensive training to improve the deaf students’ problem-solving skills for addition and subtraction word problems in the second theme.The third part comprehensively analyzes the results and gives some suggestions.The fourth part summarizes the major conclusions and gives some perspectives for future research. The results show that: (1) The deaf students experience considerable difficulties with addition and subtraction word problems and exist more cognitive deficits than the normal ones in the third grade of primary schools. (2) Deaf students as a group show greater variability and less internal stability in their cognitive abilities on addition and subtraction word problem-solving than the normal students population. (3) The majority of deaf students’ enors are unable to derive an accurate solution equation. The inability to determine what computation is necessary for solution is due to difficulties in reading and understanding the words of problem, misrepresentation of problem structure, unsuitable representing strateies, poor metacognitive skills, and so forth. (4) The difficulties experienced by the deaf students were not the inherent deficits of deafness. The comprehensive training consisting of reading comprehension, representing strategies, semantic modeling, and metacognitive strategies, which lasts a certain duration, can be effective at improving the deaf students’ performance and the cognitive abilities on addition and subtraction word problem-solving.更多还原