数学困难儿童的预期水平:基于PASS理论的研究

MLD Children's Anticipation Levels:A Study Based on the Theory of PASS

预期是PASS理论中计划系统的重要组成部分。使用自行设计的预期问题单和经验丰富的数学教师提供的针对不同年级小学生的计算题,从难度预期、方法策略预期和效能预期三个方面对数学困难儿童的预期能力进行测评,并与学业正常儿童进行对比。结果发现,预期水平的学业成绩组间存在显著差异,(1)单困组在各预期任务上的得分均显著低于对照组;(2)双困组与对照组除在难度预期上差异不显著外,在其余预期任务上的得分均差异非常显著;(3)单困组与双困组在各预期任务上的差异均不显著。

According to the theory of PASS, anticipation is an important part of planning. Using the self-composed problem anticipation list to investigate the four dimensions of children＇s anticipation levels, i.e. difficulty, methods and their abilities before setting out to solve the listed arithmetic problems, the authors found that there were significant differences in the levels of all anticipation dimensions among groups of different math achievements.