摘要
实验以小学四年级学生为被试，采用完全随机化等组设计。实验组采用应用题结构分析训练教学模式，控制组在同等时间内，采用常规教学模式作相同的习题练习。实验结果表明：（１）应用题结构分析训练可显著提高小学生解应用题的能力，中等生受益最大；（２）该模式训练效果与学生的智力水平呈中等程度正相关；（３）学生对该训练模式持肯定态度，反应积极。
The experiment took forth graders as subjects, adopted completely random-designof equal groups. The experimental group adopted SAT at the same bine, thecontrolled group followed conventional teaching pattern to do relevant exercises. Theexperiment results were as follows: (1) trained students obviously improved theirability to solve problems, of all the students the middle--level students benifitted most;(2) the thening effect correlated with the intelligence level of the pupils; (3) pupilswelcomed the training and made positive responses.
出处
《心理学报》
CSSCI
CSCD
北大核心
1999年第1期53-59,共7页
Acta Psychologica Sinica
