摘要
考察小学生学习策略运用的状况与发展特点是对小学生进行有效策略指导的前提。本研究采用自编的有较高信、效度的《小学生数学学习策略》量表,对658名小学生进行测查,结果表明:小学生的数学元认知策略和认知策略的使用都约高于“一半符合”的3分临界值之上,小学生的元认知策略的发展高于认知策略,小学生的元认知与认知策略有非常显著的高相关;学校是影响小学生学习策略发展的重要因素,不同学校小学生策略的使用有显著差异,年级、性别对小学生的学习策略的使用无明显影响,本研究支持了小学生的学习策略的发展未随年龄的增长而增长的观点。
Exploration of the application and developmenta l characteristics of stu dents' learning strategy is a premise to guide students effectively. In the stud y , we investigated 658 students with the self-made scale of 'primary school pup ils' math learning str ategy '. The results showed that primary school pupils' mathematic m eta-cog n itive strategy and cognitive strategies had scores slightly higher than mid dle and had significantly high correlation between them; the type of schoo l was an important factor influencing the development of learning strategies, the pupils' strategy application in different schools had significant difference; grade and gender did not have significant influence on pupils' strategy applica tion. This study supported the view that the development of strategies doesn't incre ase with age.
出处
《心理科学》
CSSCI
CSCD
北大核心
2005年第2期272-276,共5页
Journal of Psychological Science
基金
全国教育科学"十五"规划重点课题 (项目批准号 :DHAO1 0 2 61 )
重庆教育科学课题重庆市教育科研规划课题 (批准号 :0 2 -GJ- 2 8)
西南师范大学国家重点学科项目基金资助 (西国重 0 4 0 0 2 )。
