摘要
结合小学数学应用题教学的具体内容,以元认知外显训练(MCET)、元认知内隐训练(MCIT)和一般思维策略训练(GTST)3种方式对某小学五年级292名学生进行了为期7周共计40学时的应用题解题思维训练.结果发现:①总体上,思维策略的元认知外显训练和内隐训练比一般思维策略训练对小学生的解应用题能力具有更明显的促进作用;而元认知外显训练和内隐训练之间没有显著差异;②不同性别学生对思维策略的不同训练方式表现出不同的适应性.外显训练更有利于男生应用题解题能力的提高,内隐训练更有利于女生应用题解题能力的提高.
According to teaching content of math applied-problems in primary school, the three types of think trainings, meta-cognition explicit training of think strategy(MCET), meta-cognition implicit training of think strategy (MCIT), and the general training of think strategy(GTST)were used in 292 five-grade pupils' training of solving math-applied-problems, which took 7 weeks and 40 teaching sections. The result showed: ① MCET and MCIT significantly improved pupils' ability of solving math problems comparing with the GTST; In general, there are not obvious difference between the effect of MCET and MCIT. ② Boys and girls had different adaptation to the different types of training. The MCIT are suitable for girls while MCET is much better for boys.
出处
《西南师范大学学报（自然科学版）》
CAS
CSCD
北大核心
2004年第1期128-133,共6页
Journal of Southwest China Normal University(Natural Science Edition)
基金
全国教育科学"十五"规划重点课题资助项目(DBA030082).
关键词
元认知训练
小学生
数学问题
解题能力
meta-cognition training
pupils
ability of solving math problems
