珠心算教学干预对同卵孪生子智力发展作用的个案研究

Case study on the influence of abacus and Mental Arithmetic educational intervention to intellectual development of monozygotic twins of Grades 1-3 in Primary school

本研究在相关课题研究基础上,通过个案研究法,针对课题实验校的甲乙两个同卵孪生子的入学时存在的显著的智力水平差异,以及入学后甲在三年的珠心算教育干预下表现出的智力的显著提高,展开了调查研究。结果表明:同卵孪生子在小学刚入学时的智力指标上显示出相同的特点,而甲明显低于乙的原因主要是以爷爷和奶奶所实施的不同的早期教育所引发和造成的。并且,甲入学三年的时间里智力显著提高的原因,只能归因于珠心算教学干预,该校珠心算教学内容和方法在促进甲智力水平快速提高上起到了决定性的作用。

Based on relevant research, this study focus on the difference of intelligence at the time of enrollment compared with that when they are 3rd grade between the monozygotic twins. The research in experimental schools shows that significant improvement in intelligence of A at the time of 3rd grade. The result proves that the monozygotic twins have the same characteristics in intellectual indicators at the beginning of enrollment of primary school. The early education implemented by the grandfather and grandmother, resulted in the intellectual distance between them. The reason of significant improvement in intelligence of A is attributed to the intervention of abacus teaching. The teaching content and methods of abacus played a critical role in the promotion of intelligence of A.