PASS理论在数学学习障碍干预研究中的应用

发布时间：2017-12-28 13:40

本文关键词：PASS理论在数学学习障碍干预研究中的应用　出处：《上海师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：数学学习障碍一直都是基础教育中存在的难题,近几年来更是成为特殊教育学和认知心理学领域普遍关注的焦点问题。国外在评估诊断、形成原因、认知特征、补救矫正以及干预训练等方面都作了较为系统的研究,并取得颇多有价值的成果,但是由于受文化背景、教育理念及语言习惯的限制,无法直接用于我国的学术研究及教育实践中。本研究以Das等人提出的PASS模型为理论基础,对DN:CAS认知评估系统量表和国际通用的瑞文推理测验作以相关性分析,并以此进行数学学习障碍学生的初步筛查工作,再用成就—智力差异比较法和学业成绩衡量法进一步排除；结合《元认知问卷》和《认知理解水平调查问卷》分析数学学习障碍学生的成因、特征、类型及学习风格；个案干预采用深度访谈的形式进行,选取典型案例分析原因、特点,为干预实验的展开准备丰富的数据资料。具体的干预研究分三个维度进行：认知干预、学业干预、非智力因素干预。其中,认知干预的设计基于PASS理论的三个认知系统、四种认知过程,注意力训练采用舒尔特方格和数字式游戏的周期性训练,已达到对注意力选择性和稳定性的干预；信息加工训练采用认知策略(复述策略、精制策略、组织策略)针对具体问题开展训练,教师作为引导者发挥着重要的作用；计划水平的训练从元认知策略出发,采用提问单的形式训练学生养成解题的思维方式。学业干预回归课堂,需转化课堂教学方式和细化教材知识点。非智力因素干预从学习兴趣、意志力、动机、情感体验等方面进行干预,需要家长的密切配合。研究结果表明,本文提出的将PASS理论应用于数学学习障碍学生的干预研究,对学生进行一段时间的训练后,确实能够使被试学生的数学成绩得以提高,对学习数学的态度有所转变,对自身的评价更为准确。具体说来,学生的注意力水平、自我监控水平、认知水平相比干预之前都有所提高,对问题逐渐形成表征策略,解题也具备一定的认知策略,对知识点的记忆和复述能够选择良好的信息加工方法,对数学问题的思考更具计划性。整个实验研究分四个阶段进行：收集与学习障碍和PASS理论相关的文献资料；在教学实践和作业分析中总结学生的学习特点、认知风格、信息加工方式；用调查问卷和个案访谈记录数据；最后对数据进行整理和分析。从理论层面来说,本研究考虑到一些研究者所做的以PASS理论为基础,为阅读障碍学生设计的PREP阅读增强方案在实际教学中收到的良好效果,尝试去构建为数学学习障碍学生设计具有学科针对性的干预方案,以期为该领域提供有价值的参考信息；从实际角度看,本研究经实验验证后,收到了较为满意的结果,为方案的使用增强了说服力和可信度,也用事实证明数学学习障碍只是一种暂时的状态,通过合适、有效的干预,可以使每一位学生的潜能都得以发挥,改变数学成绩落后的局面。将PASS理论应用于数学学习障碍的干预研究是有积极意义的,希望本研究对我国的教育工作者有所启迪。
[Abstract]:Mathematics learning disability has always been a difficult problem in basic education. In recent years, it has become the focus of attention in the field of special education and cognitive psychology. Abroad in the evaluation of diagnosis and causes, cognitive characteristics, correction and remedial intervention training etc. are studied systematically, and made a lot of valuable results, but because of the cultural background, educational philosophy and language habits constraints, can not be directly used for academic research and educational practice in china. The PASS model proposed by Das et al in this study as the theoretical basis of DN:CAS cognitive assessment system scale and international common Raven's progressive to correlation analysis, and make a preliminary screening of students with mathematics learning disabilities, and achievement - intelligence difference comparison method and academic achievement measure method to further exclude; with "Metacognition Questionnaire" and "cognitive comprehension questionnaire" of students with mathematics learning disabilities of the causes, characteristics, types and learning style; case intervention with depth interview form, typical case analysis the causes, characteristics, preparation of abundant data for the experimental intervention. The specific intervention study was divided into three dimensions: cognitive intervention, academic intervention, and non intellectual intervention. Among them, the design of cognitive intervention on three cognitive system, four kinds of cognitive processes based on PASS theory, attention training with periodic training Shure special grid and digital games, has reached the attention of the selectivity and stability of intervention; information processing training with cognitive strategies (repetition strategy, refining strategy, organizational strategy) for specific problems to carry out training, teachers play an important role as a guide; plan level training on Metacognitive Strategies of the students training form single form problem-solving way of thinking. It is necessary to transform the classroom teaching methods and to refine the knowledge points of the teaching materials. The intervention of non intellectual factors in the aspects of learning interest, willpower, motivation and emotional experience requires close cooperation between parents. The results show that the proposed PASS theory is applied in mathematics learning intervention on students with disabilities, for a period of time after the training of students, can indeed make subjects math achievement of students to improve the change of mathematics learning attitude, the evaluation is more accurate. Specifically, both before the attention of students, the level of self-monitoring level and cognitive level compared to intervention to improve, gradually formed the representation strategy, problem solving has certain cognitive strategies, the knowledge memory and information processing method to select repeat good, thinking of mathematics problems more planned. The whole experiment was divided into four stages: the collection and learning disabilities and PASS theory of related literature; in the analysis of teaching practice and homework summarize the characteristics of learning, students' cognitive style and information processing mode; using questionnaire and case interview record data; finally to analyze the data and. From the aspect of theory, this study consider some of the researchers have done based on the PASS theory, for students with dyslexia design PREP reading enhancement program received good results in the actual teaching, trying to build a subject for the intervention program for students with mathematics learning disabilities, so as to provide valuable the reference information of the field; from a practical point of view, this research is verified by experiments, received satisfactory results, enhance the persuasiveness and credibility for the scheme, also proved the mathematics learning disabilities is just a temporary state, through appropriate and effective intervention, can make every student potential to play, to change the backward situation of mathematics achievement. It is of great significance to apply the PASS theory to the intervention study of mathematical learning disabilities. It is hoped that this study will enlighten the educators in our country.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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