随班就读轻度智力落后学生可逆性思维的调查研究

An Investigation on the Reversible Thinking of Mildly Mental Retarded Students Studying in Regular Classes

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。

Based on the R：APOK model, a questionnaire of reversible thinking was made to test 31 mildly mental retarded students studying in regular classes respectively. The purpose of the investigation is to probe into the characteristics of the reversible thinking of mildly mental retarded students, and to provide basis for the thinking training for them. The results show that there is significant difference of the reversible thinking between two different IQ-level groups of mildly mental retarded students, but no significant difference of the reversible thinking of the same IQ-level students in gender and grade. There are developmental consistency and significant correlation among the reversible thinking, the intelligence and the learning ability of mildly mental retarded students. The research indicates that the development of the reversible thinking of mildly mental retarded students is relatively slow, and the curriculum and instruction emphasizing reversible thinking process and repetitive training will benefit the development of their aptitude and learning ability.