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根据R:APOK模型编制的可逆性思维测验,对31名随班就读的轻度智力落后学生进行了个别测验,旨在探讨轻度智力落后学生可逆性思维的表现特征,为轻度智力落后学生的思维教学与训练提供依据。调查表明,轻度智力落后学生的可逆性思维在智商无显著差异的不同性别和年级之间都不存在显著差异,但智商有显著性差异的两组轻度智力落后学生的可逆性思维存在显著性差异。轻度智力落后学生的可逆性思维、智力以及学习能力三者之间有显著相关,在发展上具有高度的一致性。研究者认为,轻度智力落后学生的可逆性思维发展比较缓慢,强调可逆性思维过程的课程教学和可逆性思维操作的反复练习有助于他们的智能和学习能力发展。
According to the R: APOK model of the reversible thinking test, a group of 31 mildly-retarded students who attended the regular class were tested individually to explore the performance characteristics of the mild-mental backwardness students’ Thinking and teaching and training to provide the basis. The survey shows that there is no significant difference in the reversible thinking of mild-mental retardation between different genders and grades with no significant difference in IQ, but the reversible thinking of the mild-mental retardation in two groups with significant IQ difference is significant Sex differences. There is a significant correlation between the reversible thinking, intelligence and learning ability of the mildly-retarded students, which is highly consistent in development. Researchers believe that the development of reversible thinking in mild-mental retardation is relatively slow, and the emphasis on the teaching of reversible thinking and the repetitive practice of reversible thinking help to develop their intelligence and learning abilities.