摘要
该研究采用自然实验和问卷调查法,对268名小学五年级学生进行画图表征策略训练,在此基础上根据策略学习情况筛选出掌握了该策略的218名学生,以这些学生为被试,探讨元认知在画图表征策略和小学生数学问题解决能力中的作用。结果表明:(1)策略学习后,小学生的画图表征策略水平和数学问题解决成绩均显著高于策略学习前。(2)画图表征策略通过元认知这一中介变量对小学生数学问题解决能力有显著的促进作用。
Field experiments and questionnaires were done in this research to explore the role of metacognition in drawing representation strategy and mathematical problem-solving skills.268 students of grade 5 were given strategy training.According to the learning level of drawing representation,218 of them had mastered it and they were selected for data analysis.The results showed that：（1）After the training of drawing representation strategy,students＇ mathematical problem solving grades were significantly higher.（2）Drawing representation strategy facilitated elementary students＇ mathematical problem-solving skills through the mediating influence of metacognition.
出处
《心理学探新》
CSSCI
2012年第2期129-133,共5页
Psychological Exploration
基金
教育部人文社会科学规划项目(08JAXLX010)
山东省自然科学基金项目(ZR2009DM023)
山东省科技发展计划项目(2009GG20001017)
山东省重点学科(心理发展与教育)建设经费资助项目
关键词
元认知
画图表征策略
数学问题解决能力
metacognition
drawing representation strategy
mathematical problem-solving skills
作者简介
通讯作者：张景焕，E—mail：zhangjinghuan@126．com。
