学习不良儿童的策略信念与理解水平

Learning Disabled Children's Belief and Understanding Level of Strategies

使用结构访谈法对120名儿童(其中学习不良儿童60名)的策略信念与策略理解水平进行了研究。结果显示:学习不良儿童组与一般儿童组的差异更多体现在对具体策略的元认知因果解释水平上,他们更多持有较低水平的“信息获得”解释,而对照组儿童则更多持有较高水平的“信息加工”解释,提示对策略理解水平的差异可能是导致学习不良儿童难以将新学到的策略主动应用到其它情景中去的一个重要原因。

120 primary school students （including 60 learning disabled children） were examined through structured interviews in terms of their belief and understanding level of strategies. Significant differences existed between learning disabled children and average children in the understanding level of strategies. Learning disabled children were found more likely to have information acquisition explanation whereas children of the contrast group were more likely to have information processing explanation considered to be higher level explanation. This result suggests that the level of strategy explanation may be an important factor affecting learning disabled children＇s initiatively transferring strategies they have learned in one situation to other situations.