中国科学院心理研究所机构知识库

本研究根据 Montague 解决应用题的认知一元认知策略教学模型，采用口语报告分析的方法，探讨我国小学阶段数学学习困难学生与优秀生(10-11岁)在解决复合应用题过程中的认知和元认知策略有哪些不同，实验结果表明:

（一）尽管两组学生解应用题的成绩有较大区别，但他们都经历了大致相同的认知步骤和过程，即阅读(读懂题目的意思)、分析(将题目中的重要句子理解成自己的意思)、假设(列式)、计算和检查。导致两组学生成绩不同的原因不是认知步骤的不同，而是认知活动的质量和时间的分配，尤其在分析阶段对隐含条件和中间状态分析程度上的差别.

(二)学习困难儿童在解题过程中尽管也有元认知活动参加，但其对问题解决没有积极的指导作用，与优秀生的元认知活动相比既有量的区别，也有本质的区别。

(三)无论优秀生还是数学学习困难学生在解决应用题过程中都存在较大的个体差异.

This study is based on the model of cognitive and metacognitive strategy on the word mathematical problem solving which establised by Dr. Montague. We used protocol analytic method to investigate the differences on solving complex word math problems between the mathematical learning difficult students and high-achievement students (aged 10-11). The results showed:

1.Althugh the scores on solving word math problems of these two groups were different, they did use quite similar cognitive processes: Read (Understend the mearning of the probloms), Paraphrase (analyses the importent sentences and translate into one's own words), Hypothesize (planning), Compute (calculation),and Check (evaluate). The reason why they got different scores was not the differences on cognitive processes they had used but the differences on both quantiaty and quality of the cognitive operation between the two groups, especially on the Paraphrase.

2.Although there were metacognitive behaviors in LD student's solving math problems, they did not take the role of promoting the problem-sovling, compaired with those of the high-achievement students, they differed from those of the high-achievement students in both quantity and quality.

3.There were great individual difference on problem-solving processes students in both groups.