基于PASS模型的5～6岁数学学习困难儿童认知加工特点分析
发布时间：2018-12-07 20:35
【摘要】：本研究运用动态认知过程测量工具(D-N:CAS)和早期儿童数学能力测验(TEMA)比较了5~6岁数学学习困难儿童和一般儿童的认知加工特点,结果发现儿童的数学能力与PASS认知加工相关程度很高,PASS认知能力可以预测儿童的数学能力,其中计划能力是学前阶段儿童数学能力非常重要的预测因子;D-N:CAS认知过程测量工具可以作为考察儿童早期数学学习困难认知缺陷的工具,数困组儿童在计划、注意、同时性加工和继时性加工等分量表上的得分均显著低于正常组儿童,除了单词系列任务外,在其他11项分任务中得分均不如正常组儿童。基于这一研究结果,幼儿园教育工作者应认识到数学学习需要不同认知成份的配合,针对数学学习困难儿童存在的动态性认知缺陷,可以尝试设计一些需要计划等认知能力参与的游戏,对他们进行认知策略训练和元认知策略干预,并应在教学过程中尽量减少这些儿童的外部认知负荷,运用多种支架策略帮助他们学习数学。
[Abstract]:Using dynamic Cognitive process Measurement tool (D-N:CAS) and early Childhood Mathematical ability Test (TEMA), this study compared the cognitive processing characteristics between 5- and 6-year-old children with mathematical learning disabilities and those with general children. The results showed that the degree of correlation between children's mathematical ability and PASS cognitive processing was very high. PASS cognitive ability could predict children's mathematical ability, and planning ability was a very important predictor of preschool children's mathematical ability. The D-N:CAS cognitive process measurement tool can be used as a tool to investigate cognitive impairment in children with early learning difficulties in mathematics. The scores on the component tables of simultaneous processing and follow-up processing were significantly lower than those of normal children, except for the word series tasks, the scores of the other 11 sub-tasks were lower than those of the normal children. Based on the results of this study, kindergarten educators should realize that mathematics learning needs the cooperation of different cognitive components, aiming at the dynamic cognitive defects of children with mathematical learning disabilities. We can try to design some games involving cognitive ability such as planning, train them with cognitive strategies and intervene in metacognitive strategies, and try to minimize the external cognitive load of these children in the teaching process. Use a variety of scaffolding strategies to help them learn mathematics.
【作者单位】： 湖南师范大学教育科学学院;华东师范大学学前教育与特殊教育学院;
【基金】：教育部人文社会科学研究项目“儿童早期数学学习困难的诊断与干预研究”(批准号:11YJAZH130)
【分类号】：G613.4
[Abstract]:Using dynamic Cognitive process Measurement tool (D-N:CAS) and early Childhood Mathematical ability Test (TEMA), this study compared the cognitive processing characteristics between 5- and 6-year-old children with mathematical learning disabilities and those with general children. The results showed that the degree of correlation between children's mathematical ability and PASS cognitive processing was very high. PASS cognitive ability could predict children's mathematical ability, and planning ability was a very important predictor of preschool children's mathematical ability. The D-N:CAS cognitive process measurement tool can be used as a tool to investigate cognitive impairment in children with early learning difficulties in mathematics. The scores on the component tables of simultaneous processing and follow-up processing were significantly lower than those of normal children, except for the word series tasks, the scores of the other 11 sub-tasks were lower than those of the normal children. Based on the results of this study, kindergarten educators should realize that mathematics learning needs the cooperation of different cognitive components, aiming at the dynamic cognitive defects of children with mathematical learning disabilities. We can try to design some games involving cognitive ability such as planning, train them with cognitive strategies and intervene in metacognitive strategies, and try to minimize the external cognitive load of these children in the teaching process. Use a variety of scaffolding strategies to help them learn mathematics.
【作者单位】： 湖南师范大学教育科学学院;华东师范大学学前教育与特殊教育学院;
【基金】：教育部人文社会科学研究项目“儿童早期数学学习困难的诊断与干预研究”(批准号:11YJAZH130)
【分类号】：G613.4
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