| 元认知监测与算术知识制约小学儿童心算策略运用能力的发展:一年纵向考察 |
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| 引用本文： | 刘伟方,张佳佳,胡冬梅,张明亮,司继伟.元认知监测与算术知识制约小学儿童心算策略运用能力的发展:一年纵向考察[J].心理发展与教育,2019,35(4):439-446. |
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| 作者姓名： | 刘伟方 张佳佳 胡冬梅 张明亮 司继伟 |
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| 作者单位： | 1. 三亚学院法学与社会学学院, 三亚 572022;2. 山东师范大学心理学院, 济南 250308 |
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| 基金项目： | 国家自然科学基金面上项目（31371048）；教育部人文社科规划项目（18YJA190014）；山东省“十二五”特色重点学科“发展与教育心理学”专项经费；三亚学院青年项目。 |
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| 摘 要： | 为探究元认知监测与算术知识对儿童心算策略运用能力的影响如何随个体发展而变化,采用计算机任务与纸笔测量的方法,对85名小学三、五年级儿童进行了历时一年的纵向追踪研究。研究发现:(1)两组儿童的元认知监测和算术知识均呈增长趋势,算术知识的增长速度五年级显著快于三年级,且元认知监测增长速度与算术知识增长速度显著相关;(2)两组儿童中,元认知监测与算术知识增长速度更快的个体策略执行反应时与错误率的减少速度也更快;(3)五年级儿童的算术知识在元认知监测影响策略选择发展中起着完全中介作用。
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| 关 键 词： | 元认知监测 算术知识 策略运用 小学儿童 追踪研究 |
Metacognitive Monitoring and Arithmetic Knowledge Restrict the Development of Strategy Use in Arithmetic Calculation in Primary School Children: One-year Longitudinal Study |
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| LIU Weifang,ZHANG Jiajia,HU Dongmei,ZHANG Mingliang,SI Jiwei.Metacognitive Monitoring and Arithmetic Knowledge Restrict the Development of Strategy Use in Arithmetic Calculation in Primary School Children: One-year Longitudinal Study[J].Psychological Development and Education,2019,35(4):439-446. |
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| Authors: | LIU Weifang ZHANG Jiajia HU Dongmei ZHANG Mingliang SI Jiwei |
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| Affiliation: | 1. School of Law and Sociology, University of Sanya, Sanya 572022;2. School of Psychology, Shandong Normal University, Jinan 250358 |
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| Abstract: | It is very fast for the development of a high level of math ability in primary school. So it is necessary to investigate how metacognitive monitoring and arithmetic knowledge impact the performance of strategy use in arithmetic problem solving from the longitudinal perspective. Total 85 primary school age children from two classes (third and fifth graders) took part in the present longitudinal study. Three measures on them in a whole year were administered. Results showed that (1)metacognitive monitoring showed linear growth trends in two groups. The growth of arithmetic knowledge in fifth grade was much faster than in third grade. And the growth of metacognitive monitoring can predict the growth of arithmetic knowledge significantly; (2) Both the growth of metacognitive monitoring and arithmetic knowledge can predict the growth of strategy execution adaptability in both two groups on RTs and error rates; (3) In accurate mental calculation, the effect of metacognitive monitoring on strategy selection is via the complete mediating effect of arithmetic knowledge in fifth grade. |
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| Keywords: | metacognitive monitoring arithmetic knowledge strategy use primary school children longitudinal design |
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