中学数学困难生的元认知技能干预效应研究

第 15 卷第 4 期 数 学 教 育 学 报 Vol.15, No.4 2006 年 11 月 JOURNAL OF MATHEMATICS EDUCATION Nov., 2006 收稿日期：20060705 作者简介：连四清（1965） ，男，江西上饶人，副教授，博士，硕士生导师，主要从事数学认知心理与数学教学心理研究 中学数学困难生的元认知技能干预效应研究中学数学困难生的元认知技能干预效应研究 连四清 1，郭海杰2 （1首都师范大学 数学科学学院，北京 100037；2北京市通州区运河中学，北京 101100） 摘要：数学学优生与学困生在元认知技能的前测成绩存在显著性差异，但 3 个数学困生的实验组的元认知技能前测成绩 没有显著差异；经元认知技能的短期训练后，数学学困生在元认知技能方面有显著性的提高，但与学优生的差异仍然显著； 3 个数困生的干预组的元认知技能后测分数之间没有显著差异 关键词：元认知技能；数困生；问题解决 中图分类号：G632.4 文献标识码：A 文章编号：10049894（2006）04006203 1 问题的提出 Flavell 认为元认知是“个人关于自己的认知过程、结果 或与其相关的知识” ，以及“为完成某一具体的目标或任务， 对认知过程进行主动的监测及连续的调节和协调”1元认 知在问题解决过程中起着非常重要的作用28， 而元认知技能 或执行控制则决定问题解决的成败2 ，9 元认知技能是指个体 在认知活动过程中对自己的认知活动进行积极的监控与调节 的机能个体通过这种监控与调节使得认知活动达到预定的 目标2Lucangeli mathematic involvement was in positive correlation with learning result; mathematic involvement was influenced by learning motivation, and indirectly impacts the learning result. In the learning process of mathematics, non-intelligence factors constantly played a role of motivating, positioning, guiding, maintaining and consolidating the learning. The key for improving the mathematics result was how to help student get rid of the worrying mode while encouraging students be involved in the learning. Key words: learning motivation; mathematics worrying; mathematics involvement; polytechnic student 责任编校：陈汉君 （上接第 64 页） 13 Mevarech Z R, Kramarski B. The Effects of Meta-cognitive Training Versus Worked-out Examples on Students Mathematical Reasoning J. British Journal of Education Psychology, 2003, 73(4): 449471. 14 章建跃，林崇德中学生数学学科自我监控能力的发展J中国教育学刊，2000， （4） ：4649 Effects of Training on Lower-achievers Meta-cognitive Skill in High Schools LIAN Si-qing1, GUO Hai-jie2 (1. Institute of Mathematics Science, Capital Normal University, Beijing 100037, China; 2. Yunhe High School at Tongzhou District, Beijing 101100, China) Abstract: The results of research showed that: (1) There were significant differences between higher achievers and lower achievers on pretest scores of meta-cognitive skills, but not significant differences among three experiment groups of lower achievers. (2) Lower achievers had improved greatly in the meta-cognitive skills after short-term training. Though most of them had made some progress in solving mathematical problems, but there still were significant differences between lower achievers and higher achievers. (3) There were not significant differences among three experi