论文部分内容阅读
目的探讨聋哑学生的类比推理发展状况及其与正常学生的异同。方法采用自编的类比推理测验题目对30名聋哑学生和90名正常学生进行测试。结果聋哑学生的类比推理成绩均低于正常学生;两类学生的类比推理能力都随年级的升高而提高,但处于同一年龄阶段的聋哑学生和正常学生类比推理成绩差异存在统计学意义;父母学历、生源地对聋哑学生的类比推理能力有显著影响,而性别无影响。结论聋哑学生的类比推理能力水平不高,在发展中应更多采取科学、系统、有针对性的措施。
Objective To explore the development of analogical reasoning for deaf students and their similarities and differences with normal students. Methods A total of 30 deaf-mute students and 90 normal students were tested by self-made analogical reasoning test. Results The results of analogical reasoning of deaf and dumb students were all lower than that of normal students. The abilities of analogy and reasoning of the two kinds of students increased with the increase of grade. However, there was a significant difference in analogical reasoning results between deaf and dumb students at the same age Parents’ education and source have a significant impact on the analogical reasoning ability of deaf students, but their gender has no effect. Conclusion The deaf and dumb students have a low level of analogical reasoning ability and should take more scientific, systematic and targeted measures in their development.