【摘要】：本研究運用動態(tài)認知過程測量工具(D-N:CAS)和早期兒童數學能力測驗(TEMA)比較了5~6歲數學學習困難兒童和一般兒童的認知加工特點,結果發(fā)現(xiàn)兒童的數學能力與PASS認知加工相關程度很高,PASS認知能力可以預測兒童的數學能力,其中計劃能力是學前階段兒童數學能力非常重要的預測因子;D-N:CAS認知過程測量工具可以作為考察兒童早期數學學習困難認知缺陷的工具,數困組兒童在計劃、注意、同時性加工和繼時性加工等分量表上的得分均顯著低于正常組兒童,除了單詞系列任務外,在其他11項分任務中得分均不如正常組兒童�；谶@一研究結果,幼兒園教育工作者應認識到數學學習需要不同認知成份的配合,針對數學學習困難兒童存在的動態(tài)性認知缺陷,可以嘗試設計一些需要計劃等認知能力參與的游戲,對他們進行認知策略訓練和元認知策略干預,并應在教學過程中盡量減少這些兒童的外部認知負荷,運用多種支架策略幫助他們學習數學。
[Abstract]:Using dynamic Cognitive process Measurement tool (D-N:CAS) and early Childhood Mathematical ability Test (TEMA), this study compared the cognitive processing characteristics between 5- and 6-year-old children with mathematical learning disabilities and those with general children. The results showed that the degree of correlation between children's mathematical ability and PASS cognitive processing was very high. PASS cognitive ability could predict children's mathematical ability, and planning ability was a very important predictor of preschool children's mathematical ability. The D-N:CAS cognitive process measurement tool can be used as a tool to investigate cognitive impairment in children with early learning difficulties in mathematics. The scores on the component tables of simultaneous processing and follow-up processing were significantly lower than those of normal children, except for the word series tasks, the scores of the other 11 sub-tasks were lower than those of the normal children. Based on the results of this study, kindergarten educators should realize that mathematics learning needs the cooperation of different cognitive components, aiming at the dynamic cognitive defects of children with mathematical learning disabilities. We can try to design some games involving cognitive ability such as planning, train them with cognitive strategies and intervene in metacognitive strategies, and try to minimize the external cognitive load of these children in the teaching process. Use a variety of scaffolding strategies to help them learn mathematics.
【作者單位】： 湖南師范大學教育科學學院;華東師范大學學前教育與特殊教育學院;
【基金】：教育部人文社會科學研究項目“兒童早期數學學習困難的診斷與干預研究”(批準號:11YJAZH130)
【分類號】：G613.4

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