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本研究主要采用实验法和临床访谈法对某小学二年级单纯型数困儿童与混合型数困儿童进行一致/不一致应用题测验,以考察两类数困生在解决此类应用题时表征策略的差异。结果表明:(1)正常组学生较多地使用问题模型策略,数困组较多地使用直译策略;正常组在列式成绩显著优于数困组,列式时间显著少于数困组。(2)在两种表征策略(直译表征、问题模型表征)上,单困组与双困组没有显著差异。(3)在列式成绩、列式时间上,单困组与双困组没有显著差异。(4)简单提示对三类学生的表征策略、列式成绩及列式时间均没有产生显著的影响。
This study mainly uses the experimental method and the clinical interview method to test the consistency / inconsistency test of the second-grade pure number-sleepy children and the mixed-type sleep-deprived children in primary school to investigate the characterization strategies of two types of students in solving these problems The difference. The results show that: (1) The normal students use the question model more often and the more difficult ones use the literal translation strategy. The scores of the normal group are significantly better than those of the sleepy group, and the explicit time is less than that of the sleepy group. (2) There was no significant difference between the single distressed group and the double distressed group on the two characterization strategies (transliteration characterization and problem model characterization). (3) There is no significant difference between the single trapped group and the double trapped group in column type and column type time. (4) Simple hint did not have a significant impact on the characterization strategies, rank scores and overtime time of the three types of students.