本文選題：初中生學(xué)習(xí)困難 + 物理學(xué)習(xí)困難　； 參考：《內(nèi)蒙古師范大學(xué)》2014年碩士論文

【摘要】：對(duì)學(xué)習(xí)困難概念進(jìn)行界定是在20世紀(jì)60年代由美國(guó)學(xué)者柯克提出的,用它來表示那些智力正常,而學(xué)業(yè)成績(jī)長(zhǎng)期落后的學(xué)生。伴隨著學(xué)習(xí)困難研究的深入,各種現(xiàn)代學(xué)習(xí)困難定義都強(qiáng)調(diào)學(xué)習(xí)困難者的個(gè)體化特征,而認(rèn)為明顯的生理缺陷、智力落后、或環(huán)境、文化、經(jīng)濟(jì)等外部因素不是造成學(xué)習(xí)困難的原因。 研究表明不同學(xué)習(xí)困難組雖然在不同的任務(wù)上差異程度不同,但都存在整體的工作記憶容量的缺陷,但是對(duì)物理學(xué)習(xí)困難學(xué)生的工作記憶研究卻很稀少,也沒有研究從工作記憶的角度,探討物理成績(jī)和數(shù)學(xué)成績(jī)呈高度正相關(guān)的原因。 采用2×3×2的多因素實(shí)驗(yàn)設(shè)計(jì)對(duì)初中物理學(xué)習(xí)困難學(xué)生與物理學(xué)習(xí)優(yōu)秀學(xué)生的工作記憶進(jìn)行比較研究。 其中學(xué)生層次因素(初二和初三),材料類型因素(數(shù)字材料和視間材料和中央執(zhí)行功能材料),學(xué)生類型因素(物理學(xué)習(xí)困難學(xué)生和物理學(xué)習(xí)優(yōu)秀學(xué)生),因變量為工作記憶容量成績(jī)。根據(jù)研究?jī)?nèi)容共設(shè)計(jì)了3個(gè)實(shí)驗(yàn)包括(包括語(yǔ)言工作記憶容量和視空工作記憶容量以及中央執(zhí)行功能的測(cè)試)。 結(jié)果如下： 1、初二、初三學(xué)生物理成績(jī)和數(shù)學(xué)成績(jī)的呈現(xiàn)顯著相關(guān)關(guān)系(p0.01)。其中初二學(xué)困組、初二學(xué)優(yōu)組,物理成績(jī)和數(shù)學(xué)成績(jī)呈現(xiàn)中等強(qiáng)度相關(guān)。初三學(xué)困組、初三學(xué)優(yōu)組物理成績(jī)和數(shù)學(xué)成績(jī)呈現(xiàn)顯著強(qiáng)度相關(guān)。 2、對(duì)比學(xué)困組和學(xué)優(yōu)組,數(shù)據(jù)顯示初中物理學(xué)習(xí)困難學(xué)生在所測(cè)三類型工作記憶成分上存在顯著不足。單因素方差分析顯示,學(xué)困組學(xué)生的言語(yǔ)工作記憶、視空工作記憶、中央執(zhí)行功能平均值都顯著低于學(xué)優(yōu)組。 3、進(jìn)一步數(shù)據(jù)分析顯示,控制視覺廣度工作記憶、中央執(zhí)行功能變量后,初中物理成績(jī)和數(shù)學(xué)成績(jī)相關(guān)不顯著。其中,控制視覺廣度工作記憶變量,初二、初三各組學(xué)生兩科目成績(jī)相關(guān)不顯著。控制中央執(zhí)行功能變量后,初二各組學(xué)生兩科成績(jī)相關(guān)不顯著。而控制言語(yǔ)廣度工作記憶變量,各組相關(guān)依然顯著(p0.01)。說明初中被試物理成績(jī)和數(shù)學(xué)成績(jī)的相關(guān)受視空工作記憶和中央執(zhí)行功能記憶的影響。 得到結(jié)論如下： 1、初中學(xué)生的物理成績(jī)和數(shù)學(xué)成績(jī)相關(guān),這種相關(guān)在學(xué)困和學(xué)優(yōu)、各年級(jí)中普遍存在。 2、發(fā)現(xiàn)初中物理學(xué)習(xí)困難確實(shí)存在著工作記憶的障礙,在言語(yǔ)、視空、中央執(zhí)行功能上較于學(xué)優(yōu)組均表現(xiàn)出明顯的差異。 3、初中生物理和數(shù)學(xué)成績(jī)的相關(guān),受到了工作記憶第三變量的影響。從工作記憶的角度,揭示了初中生物理成績(jī)和數(shù)學(xué)成績(jī)的內(nèi)在聯(lián)系。4、結(jié)合上述研究,針對(duì)于物理學(xué)困生的工作記憶訓(xùn)練,可以通過改變各類型工作記憶容量,從而改善物理學(xué)習(xí)狀況。
[Abstract]:The definition of learning difficulty was put forward by American scholar Kirk in the 1960s. It is used to express those students with normal intelligence and long lag in academic achievement. With the deepening of the study of learning difficulties, all kinds of modern definitions of learning difficulties emphasize the individualized characteristics of people with learning difficulties, and think that there are obvious physiological defects, mental retardation, or environment, culture, Economic and other external factors are not the cause of learning difficulties. The study shows that although different learning difficulties have different degrees of difference in different tasks, they all have the defect of overall working memory capacity, but the research on working memory of students with learning disabilities in physics is very rare. There is also no study on the reasons for the high positive correlation between physical and mathematical scores from the perspective of working memory. A 2 脳 3 脳 2 multi-factor experimental design was used to compare the working memory of students with physics learning difficulties and excellent students in physics learning in junior high school. Among them, the factors of student level (grade 2 and grade 3), material type factor (digital material and visual material and central executive function material), student type factor (students with physics learning difficulties and excellent students in physics study), dependent variables are: Working memory capacity. According to the content of the study, three experiments were designed, including language working memory capacity, visual spatial working memory capacity and central executive function. The results are as follows: There is a significant correlation between physics scores and math scores of students in Grade 1, Grade 2 and Grade 3. The physics scores and mathematics scores of the poor group and the excellent group of the second grade of junior high school showed moderate intensity correlation. The physical scores and mathematics scores of the junior high school students were significantly correlated with those of the junior high school students. 2. The data show that there are significant deficiencies in the three types of working memory components measured by the students with physics learning disabilities in junior middle school. Univariate analysis of variance showed that the mean values of speech working memory, visual spatial working memory and central executive function of the students with learning difficulties were significantly lower than those of the excellent learning group. 3. Further data analysis showed that after controlling visual span working memory and central executive function variable, the correlation between junior high school physics scores and mathematics scores was not significant. Among them, control visual span working memory variables, junior high school, junior high school students in two subjects score correlation was not significant. After controlling the central executive function variable, there was no significant correlation between the two subjects scores in the second grade group of junior high school students. However, the correlation between each group was still significant (P 0.01) when controlling the working memory variable of speech span. It shows that the correlation between physics and mathematics scores of junior middle school students is influenced by visual spatial working memory and central executive function memory. The conclusions are as follows: 1. The physics scores of junior middle school students are related to mathematics scores, which are common in all grades. 2. It is found that there are some difficulties in learning physics in junior high school. There are obvious differences in speech, visual space and central executive function compared with those in excellent learning group. 3. The correlation between physics and mathematics scores of junior high school students was influenced by the third variable of working memory. From the point of view of working memory, this paper reveals the internal relation between physics achievement and mathematics achievement of junior high school students. Combined with the above research, working memory training for students with learning difficulties in physics can change the working memory capacity of various types of students. In order to improve the state of physics learning.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.2

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