小学数学学习困难学生加减应用题的补救教学

Effects of Word-problem-solving Instruction for Elementary School Students with Mathematical Disabilities:An Emphasis on Schema and Strategy

本研究采用小样本ABC实验设计 ,以 4名数学学习困难学生为被试评估了加减应用题补救教学的效果。本研究主要对数学学习困难学生进行了两个方面的训练 :(1)图式训练 ;(2 )一般解题策略训练。得到了以下结论 :(1)补救教学对学生加减应用题解题能力具有一定的促进作用 ;(2 )补救教学对学生的应用题解题行为产生了延时效果 ;(3)针对不同的学生 ,图式训练和解题策略训练存在不同的矫治效果。

Four students with MD were selected from Grades 2-4 of an elementary school as participants in this study. Small-n ABC design was employed to assess the effect of remediation instruction. The study emphasized on schema-based instruction and strategy-based instruction. The main findings were as follows:the remediation instruction of addition and subtraction word-problem-solving effectively improved the problem-solving abilities of the MD students;maintenance of instruction effects was evident;the instruction...