【作者】 张思华；

【导师】 易芳；

【作者基本信息】 江西师范大学 ， 应用心理（专业学位）， 2018， 硕士

【摘要】 目的:本研究以南昌市某两所小学四年级数学学习困难儿童为研究对象,调查小学数学学习困难儿童近似数量系统与数学能力之间的关系;继而通过对数困儿童近似数量系统进行训练以期提高其数学能力。方法:采用《瑞文标准推理测验》、《中国小学生数学能力测试量表》和Panamath计算机软件对两所学校的四年级共479名学生进行近似数量系统敏锐度测量和数困儿童筛选,筛选出30名数困儿童。分析小学四年级数困儿童的近似数量系统敏锐度特点,及其与数学能力的关系。然后把30名数困儿童随机分为人数相同的实验组和控制组,在普通儿童随机选出30名随机分到实验组和控制组。对实验组进行以非符号数量任务为基础的近似数量系统训练,控制组进行与训练无关的活动,训练后对两组的近似数量系统敏锐度和数学能力前后测得分进行比较,检验训练的实效性。结果:(1)小学数困儿童的韦伯系数和正确率与普通儿童的比较差异显著,数困儿童的近似数量系统敏锐度的指标(韦伯系数,正确率)都比普通儿童的差。(2)四年级普通儿童和数困儿童的近似数量系统敏锐度都与数学运算能力,逻辑空间能力和总数学能力存在显著相关,且近似数量系统敏锐度能预测数学能力。(3)实验组训练前后的近似数量系统敏锐度和数学能力的增值比控制组的大,除数学运算能力的增值没有显著差异外,其它增值都呈显著性差异。结论:(1)小学四年级数困儿童的近似数量系统敏锐度比普通儿童的近似数量系统敏锐度差。(2)小学四年级数困儿童的近似数量系统敏锐度和数学能力呈显著正相关,并能预测数学能力。(3)近似数量系统训练能提高小学四年级数困儿童的近似数量系统敏锐度和数学能力。更多还原

【Abstract】 Objective: to study the relationship between the approximate nunber system and the mathematical ability of the mathematics learning difficulty in the primary school in nanchang city.And then they trained the approximate number of systems to improve their mathematical abilities.Methods: a total of 479 students in the fourth grade of the two primary schools were tested by the Raven’s Standard Progressive Matrices,Chinese Rating Scale of Pupil’s Mathematic Abilities and the Panamath computer software.And their acuity of approximate number system and mathematical ability were analyzed.Then thirty students with mathematics learning difficulty were selected.The 30 students were randomly divided into the same experimental group and control group,and randomly selected 30 students in the average student to be assigned to the experimental group and the control group.For the experimental group,the approximate number system training based on the non-symbolic number task was conducted,and the control group carried out the activities unrelated to the training.After the training,the approximate number system acuity and mathematical ability of the two groups were compared,and the effectiveness of the training was verified.Results:(1)the weber coefficient and accuracy of the number of trapped students were significantly different from those of ordinary students,and the index of the approximate quantity system acuity(weber coefficient,accuracy)was worse than that of ordinary students.(2)the approximate number system acuity of the ordinary students and students with mathematics learning difficulty in the fourth grade are all significantly correlated with the mathematical operation ability,the logical spatial ability and the total mathematical ability,and the approximate number system acuity can predict the mathematical ability.(3)before and after the training,the acuity of the approximate number system and mathematical ability of the experimental group were larger than that of the control group,except that the increment of mathematical operation ability was not significantly different,the other values were significantly different.Conclusion :(1)the approximate number system acuity of the students with mathematical difficulty is worse than that of the average students in the fourth gradeof primary school.(2)the approximate number system acuity and mathematical ability of the students in fourth grade of primary school are positively correlated with the mathematical ability,and it can predict the mathematical ability.(3)the approximate number system training can improve the approximate number system acuity and mathematical ability of the students in fourth grade of primary school.更多还原