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目的探讨3·3·3认知策略训练对小学生数学能力的影响,为3·3·3科研体系研究提供科学依据。方法整群抽取武汉市某普通小学同年级2个班的58名学生作为实验组和对照组,其中实验组参加3·3·3认知策略训练,对照组儿童不进行相关训练;采用《中国小学生数学能力测试量表》对训练前后实验组与对照组学生数学能力进行比较。结果干预前后小学生数学能力差异有统计学意义(P<0.01),干预后实验组与对照组学生数学能力差异亦有统计学意义(P<0.01)。结论3·3·3认知策略训练可有效提高小学生数学能力,是一项有效的干预措施。
Objective To explore the influence of 3.3.3 cognitive strategy training on pupils’ mathematical abilities and to provide a scientific basis for the research of 3.3.3 research system. METHODS: A total of 58 students from two classes of the same grade in an ordinary primary school in Wuhan were selected as the experimental group and the control group. The experimental group participated in the 3.3.3 cognitive strategy training, while the control group did not carry out relevant training. The “China Mathematics ability test scale for primary school students ”to compare the mathematics ability of experimental group and control group before and after training. Results There was significant difference in math ability before and after intervention (P <0.01). There was also significant difference in math ability between experimental group and control group after intervention (P <0.01). Conclusion 3.3.3 Training of cognitive strategies can effectively improve the math ability of primary school students and is an effective intervention.