面向小学数学的思维能力训练有效果吗?--基于51篇国内外实证研究的元分析

Is the Thinking Ability Training for Primary School Mathematics Effective?--A Meta-analysis Based on 51 Empirical Studies at Home and Abroad

在面向思维能力培养的基础教育教学中,研究者常基于数学学科开展有针对性的思维能力训练,但学习效果不一。为此,文章基于51篇相关的实验与准实验研究所得数据,采用元分析方法探讨了小学数学思维能力训练的学习效果。结果显示:我国面向小学数学的思维能力训练有中上程度的正向效果,但其效果在低阶或高阶思维能力上并无显著差异;不同数学课程内容与训练策略均能产生显著差异;学段、训练周期和是否使用信息技术工具并无显著差异。文章根据研究结果提出了有效开展思维能力训练的对策和建议,以期厘清研究脉络,并为实践者开展循证教学提供参考。

In the basic education teaching oriented to the cultivation of thinking ability,researchers often carry out targeted thinking ability training based on the mathematics discipline,yet the learning effect is different.Therefore,based on data obtained from 51 relevant experimental and quasi-experimental research,this paper adopted meta-analysis method to explore the learning effects of of primary school mathematical thinking ability training.The results showed that thinking ability training for primary school mathematics in China had a moderate positive effect,but there was no significant difference in its effectiveness in low-order or high-order thinking abilities.Different mathematical course content and thinking training strategies could produce significant differences.There was no significant difference in terms of the grade level,training period,and whether information technology tools were used.Guided by these research findings,effective strategies and recommendations for effectively implementing thinking ability training were proposed,expecting to clarify research trends and provide guidance for practitioners to carry out evidence-based teaching.