【摘要】：學(xué)業(yè)不良(學(xué)習(xí)困難)在教育心理學(xué)研究領(lǐng)域中占有重要地位,隨著學(xué)業(yè)不良研究的不斷深入,數(shù)學(xué)學(xué)業(yè)不良研究也逐漸成為研究者關(guān)注的熱點。由于數(shù)學(xué)學(xué)業(yè)不良的定義尚未統(tǒng)一,目前研究者傾向?qū)⑵浞譃橄鄬W(xué)業(yè)不良和絕對學(xué)業(yè)不良,本研究采用相對學(xué)業(yè)不良的概念,故對數(shù)學(xué)學(xué)業(yè)不良的界定標(biāo)準(zhǔn)為：智力正�；蜉^高但是數(shù)學(xué)學(xué)習(xí)成績處于年級最低20%的學(xué)生,并排除有明顯的感官缺陷,學(xué)習(xí)動機和情緒障礙導(dǎo)致的學(xué)業(yè)不良。 研究采用九格圖形空間位置范式和柯西積木矩陣范式,探討了113名初一初二學(xué)生(初一63名,初二60名)中的數(shù)學(xué)學(xué)業(yè)不良學(xué)生(61名)和數(shù)學(xué)學(xué)習(xí)優(yōu)秀學(xué)生(62名)的視空工作記憶能力,并采用N-back范式對兩名初一數(shù)學(xué)學(xué)業(yè)不良學(xué)生的視空工作記憶進行為期20天的干預(yù)訓(xùn)練。 研究內(nèi)容：研究一采用九格任務(wù),比較數(shù)學(xué)學(xué)業(yè)不良學(xué)生和優(yōu)秀學(xué)生在該任務(wù)上的表現(xiàn),以考察靜態(tài)視空工作記憶能力；研究二采用柯西積木矩陣任務(wù),比較數(shù)學(xué)學(xué)業(yè)不良學(xué)生和優(yōu)秀學(xué)生在該任務(wù)上的表現(xiàn),以考察動態(tài)視空工作記憶能力；研究三采用N-back范式對兩名學(xué)生進行視空工作記憶的干預(yù),比較兩名學(xué)生干預(yù)前后視空能力和智力分?jǐn)?shù)的變化,以考察干預(yù)方法的有效性。 研究發(fā)現(xiàn)：一,在九格任務(wù)的表現(xiàn)上,數(shù)學(xué)學(xué)業(yè)不良學(xué)生顯著差于數(shù)學(xué)學(xué)習(xí)優(yōu)秀學(xué)生,且在該任務(wù)上的表現(xiàn)會隨著年齡的發(fā)展而改善；二,在柯西積木任務(wù)的表現(xiàn)上,數(shù)學(xué)學(xué)業(yè)不良學(xué)生的表現(xiàn)顯著差于數(shù)學(xué)學(xué)習(xí)優(yōu)秀學(xué)生,但是該任務(wù)的表現(xiàn)并沒有顯著隨著年齡的發(fā)展而變化；三,在短期訓(xùn)練之后,兩名學(xué)生在九格任務(wù)上的表現(xiàn)都有顯著改善,但是在柯西積木任務(wù)上的表現(xiàn)未見顯著改善,在智力分?jǐn)?shù)上的變化亦不明顯。
[Abstract]:Academic disabilities (learning difficulties) play an important role in the field of educational psychology. With the deepening of the study of academic disabilities, the study of mathematical academic disabilities has gradually become the focus of researchers. Because the definition of mathematics academic impairment has not yet been unified, researchers tend to divide it into relative academic impairment and absolute academic retardation. In this study, the concept of relative academic impairment is adopted. Therefore, the definition of mathematics academic disability is as follows: students with normal or higher intelligence but with a minimum of 20% of mathematics academic performance in grade, and eliminating academic disabilities caused by obvious sensory defects, learning motivation and emotional disorders. In this study, the spatial position paradigm of nine squares graphics and Cauchy building block matrix paradigm were used to explore the visual working memory ability of 113 students with mathematics learning disabilities (61 students in junior high school and 60 students in the second year of junior high school) and 62 excellent students in mathematics learning. N-back paradigm was used to train the visual working memory of two junior high school students with mathematics learning disabilities for 20 days. Research contents: the first study used nine-case task to compare the performance of mathematics students with learning disabilities and excellent students in this task in order to investigate the static apparent working memory ability, the second study used Cauchy building block matrix task to compare the performance of students with mathematics learning disabilities and excellent students in this task, in order to investigate the dynamic visual space working memory ability. In the third study, N-back paradigm was used to intervene two students in visual working memory, and the changes of visual ability and intelligence score before and after intervention were compared in order to investigate the effectiveness of the intervention method. The results show that: first, in the performance of nine-case task, the performance of mathematics students with learning disabilities is significantly worse than that of excellent students in mathematics learning, and the performance of this task will be improved with the development of age. Second, in the performance of Cauchy building block task, the performance of students with mathematics learning disabilities is significantly worse than that of excellent students in mathematics learning, but the performance of this task does not change significantly with the development of age. Third, after short-term training, the performance of the two students on the nine-case task was significantly improved, but the performance of the Cauchy building block task was not significantly improved, and the change of intelligence score was not obvious.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G633.6;B844.2

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