问题解决是《中国学生发展核心素养》的18个基本要点之一,数学问题解决最主要、最直接的形式是数学应用题,数学应用题是小学数学教学的重点、难点。数学学习障碍学生应用题解决能力水平低影响了其数学学习。基于前人研究分析和梳理,本...问题解决是《中国学生发展核心素养》的18个基本要点之一,数学问题解决最主要、最直接的形式是数学应用题,数学应用题是小学数学教学的重点、难点。数学学习障碍学生应用题解决能力水平低影响了其数学学习。基于前人研究分析和梳理,本研究发现问题表征、认知灵活性、数学阅读理解影响了小学4~6年级数学学习障碍学生的应用题解决能力。另外,本研究进一步归纳出了一系列针对性的教育干预策略,并从研究对象、研究领域、教育干预策略三方面为未来研究提供一定的借鉴。Problem solving is one of the 18 essential points of the “Core Literacy for Student Development in China”, and the most important and direct form of mathematical problem solving is mathematical application problems, which are the focus and difficulty of elementary school mathematics teaching. The low level of application problem solving ability of students with math learning disabilities affects their math learning. After analyzing and sorting out the previous studies, it was found that problem representation, cognitive flexibility, and mathematical reading comprehension affected the application problem solving ability of students with mathematics learning disabilities in grades 4~6 of elementary school, and on this basis, the corresponding educational intervention strategies were summarized, and based on the shortcomings of the existing studies, we can provide certain reference for future studies in terms of the research object, the field of study, and the educational intervention strategies.展开更多
文摘问题解决是《中国学生发展核心素养》的18个基本要点之一,数学问题解决最主要、最直接的形式是数学应用题,数学应用题是小学数学教学的重点、难点。数学学习障碍学生应用题解决能力水平低影响了其数学学习。基于前人研究分析和梳理,本研究发现问题表征、认知灵活性、数学阅读理解影响了小学4~6年级数学学习障碍学生的应用题解决能力。另外,本研究进一步归纳出了一系列针对性的教育干预策略,并从研究对象、研究领域、教育干预策略三方面为未来研究提供一定的借鉴。Problem solving is one of the 18 essential points of the “Core Literacy for Student Development in China”, and the most important and direct form of mathematical problem solving is mathematical application problems, which are the focus and difficulty of elementary school mathematics teaching. The low level of application problem solving ability of students with math learning disabilities affects their math learning. After analyzing and sorting out the previous studies, it was found that problem representation, cognitive flexibility, and mathematical reading comprehension affected the application problem solving ability of students with mathematics learning disabilities in grades 4~6 of elementary school, and on this basis, the corresponding educational intervention strategies were summarized, and based on the shortcomings of the existing studies, we can provide certain reference for future studies in terms of the research object, the field of study, and the educational intervention strategies.
