物理学习困难的初中生的工作记忆研究

发布时间：2018-05-14 21:23

本文选题：初中生学习困难 + 物理学习困难　；参考：《内蒙古师范大学》2014年硕士论文

【摘要】：对学习困难概念进行界定是在20世纪60年代由美国学者柯克提出的,用它来表示那些智力正常,而学业成绩长期落后的学生。伴随着学习困难研究的深入,各种现代学习困难定义都强调学习困难者的个体化特征,而认为明显的生理缺陷、智力落后、或环境、文化、经济等外部因素不是造成学习困难的原因。研究表明不同学习困难组虽然在不同的任务上差异程度不同,但都存在整体的工作记忆容量的缺陷,但是对物理学习困难学生的工作记忆研究却很稀少,也没有研究从工作记忆的角度,探讨物理成绩和数学成绩呈高度正相关的原因。采用2×3×2的多因素实验设计对初中物理学习困难学生与物理学习优秀学生的工作记忆进行比较研究。其中学生层次因素(初二和初三),材料类型因素(数字材料和视间材料和中央执行功能材料),学生类型因素(物理学习困难学生和物理学习优秀学生),因变量为工作记忆容量成绩。根据研究内容共设计了3个实验包括(包括语言工作记忆容量和视空工作记忆容量以及中央执行功能的测试)。结果如下： 1、初二、初三学生物理成绩和数学成绩的呈现显著相关关系(p0.01)。其中初二学困组、初二学优组,物理成绩和数学成绩呈现中等强度相关。初三学困组、初三学优组物理成绩和数学成绩呈现显著强度相关。 2、对比学困组和学优组,数据显示初中物理学习困难学生在所测三类型工作记忆成分上存在显著不足。单因素方差分析显示,学困组学生的言语工作记忆、视空工作记忆、中央执行功能平均值都显著低于学优组。 3、进一步数据分析显示,控制视觉广度工作记忆、中央执行功能变量后,初中物理成绩和数学成绩相关不显著。其中,控制视觉广度工作记忆变量,初二、初三各组学生两科目成绩相关不显著。控制中央执行功能变量后,初二各组学生两科成绩相关不显著。而控制言语广度工作记忆变量,各组相关依然显著(p0.01)。说明初中被试物理成绩和数学成绩的相关受视空工作记忆和中央执行功能记忆的影响。得到结论如下： 1、初中学生的物理成绩和数学成绩相关,这种相关在学困和学优、各年级中普遍存在。 2、发现初中物理学习困难确实存在着工作记忆的障碍,在言语、视空、中央执行功能上较于学优组均表现出明显的差异。 3、初中生物理和数学成绩的相关,受到了工作记忆第三变量的影响。从工作记忆的角度,揭示了初中生物理成绩和数学成绩的内在联系。4、结合上述研究,针对于物理学困生的工作记忆训练,可以通过改变各类型工作记忆容量,从而改善物理学习状况。
[Abstract]:The definition of learning difficulty was put forward by American scholar Kirk in the 1960s. It is used to express those students with normal intelligence and long lag in academic achievement. With the deepening of the study of learning difficulties, all kinds of modern definitions of learning difficulties emphasize the individualized characteristics of people with learning difficulties, and think that there are obvious physiological defects, mental retardation, or environment, culture, Economic and other external factors are not the cause of learning difficulties. The study shows that although different learning difficulties have different degrees of difference in different tasks, they all have the defect of overall working memory capacity, but the research on working memory of students with learning disabilities in physics is very rare. There is also no study on the reasons for the high positive correlation between physical and mathematical scores from the perspective of working memory. A 2 脳 3 脳 2 multi-factor experimental design was used to compare the working memory of students with physics learning difficulties and excellent students in physics learning in junior high school. Among them, the factors of student level (grade 2 and grade 3), material type factor (digital material and visual material and central executive function material), student type factor (students with physics learning difficulties and excellent students in physics study), dependent variables are: Working memory capacity. According to the content of the study, three experiments were designed, including language working memory capacity, visual spatial working memory capacity and central executive function. The results are as follows: There is a significant correlation between physics scores and math scores of students in Grade 1, Grade 2 and Grade 3. The physics scores and mathematics scores of the poor group and the excellent group of the second grade of junior high school showed moderate intensity correlation. The physical scores and mathematics scores of the junior high school students were significantly correlated with those of the junior high school students. 2. The data show that there are significant deficiencies in the three types of working memory components measured by the students with physics learning disabilities in junior middle school. Univariate analysis of variance showed that the mean values of speech working memory, visual spatial working memory and central executive function of the students with learning difficulties were significantly lower than those of the excellent learning group. 3. Further data analysis showed that after controlling visual span working memory and central executive function variable, the correlation between junior high school physics scores and mathematics scores was not significant. Among them, control visual span working memory variables, junior high school, junior high school students in two subjects score correlation was not significant. After controlling the central executive function variable, there was no significant correlation between the two subjects scores in the second grade group of junior high school students. However, the correlation between each group was still significant (P 0.01) when controlling the working memory variable of speech span. It shows that the correlation between physics and mathematics scores of junior middle school students is influenced by visual spatial working memory and central executive function memory. The conclusions are as follows: 1. The physics scores of junior middle school students are related to mathematics scores, which are common in all grades. 2. It is found that there are some difficulties in learning physics in junior high school. There are obvious differences in speech, visual space and central executive function compared with those in excellent learning group. 3. The correlation between physics and mathematics scores of junior high school students was influenced by the third variable of working memory. From the point of view of working memory, this paper reveals the internal relation between physics achievement and mathematics achievement of junior high school students. Combined with the above research, working memory training for students with learning difficulties in physics can change the working memory capacity of various types of students. In order to improve the state of physics learning.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.2

【参考文献】