【摘要】：本研究運(yùn)用動(dòng)態(tài)認(rèn)知過(guò)程測(cè)量工具(D-N:CAS)和早期兒童數(shù)學(xué)能力測(cè)驗(yàn)(TEMA)比較了5~6歲數(shù)學(xué)學(xué)習(xí)困難兒童和一般兒童的認(rèn)知加工特點(diǎn),結(jié)果發(fā)現(xiàn)兒童的數(shù)學(xué)能力與PASS認(rèn)知加工相關(guān)程度很高,PASS認(rèn)知能力可以預(yù)測(cè)兒童的數(shù)學(xué)能力,其中計(jì)劃能力是學(xué)前階段兒童數(shù)學(xué)能力非常重要的預(yù)測(cè)因子;D-N:CAS認(rèn)知過(guò)程測(cè)量工具可以作為考察兒童早期數(shù)學(xué)學(xué)習(xí)困難認(rèn)知缺陷的工具,數(shù)困組兒童在計(jì)劃、注意、同時(shí)性加工和繼時(shí)性加工等分量表上的得分均顯著低于正常組兒童,除了單詞系列任務(wù)外,在其他11項(xiàng)分任務(wù)中得分均不如正常組兒童�；谶@一研究結(jié)果,幼兒園教育工作者應(yīng)認(rèn)識(shí)到數(shù)學(xué)學(xué)習(xí)需要不同認(rèn)知成份的配合,針對(duì)數(shù)學(xué)學(xué)習(xí)困難兒童存在的動(dòng)態(tài)性認(rèn)知缺陷,可以嘗試設(shè)計(jì)一些需要計(jì)劃等認(rèn)知能力參與的游戲,對(duì)他們進(jìn)行認(rèn)知策略訓(xùn)練和元認(rèn)知策略干預(yù),并應(yīng)在教學(xué)過(guò)程中盡量減少這些兒童的外部認(rèn)知負(fù)荷,運(yùn)用多種支架策略幫助他們學(xué)習(xí)數(shù)學(xué)。
[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.
【作者單位】： 湖南師范大學(xué)教育科學(xué)學(xué)院;華東師范大學(xué)學(xué)前教育與特殊教育學(xué)院;
【基金】：教育部人文社會(huì)科學(xué)研究項(xiàng)目“兒童早期數(shù)學(xué)學(xué)習(xí)困難的診斷與干預(yù)研究”(批準(zhǔn)號(hào):11YJAZH130)
【分類號(hào)】：G613.4

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