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考察解题反思对数学学业优生和差生解题结果及所用策略的不同影响。选取初一至初三年级的数学学业优生和差生为被试,以一套连加数问题为实验材料,进行一对一的测试,前后进行两次测试。对反思组优差生(优生12人,差生10人)和无反思组优差生(优生14人,差生14人)解题过程的比较,发现:1)解题后立即进行反思能够提高差生的解题正确率,但是延长解题时间;2)先前的解题反思对优生和差生后续解题时的正确率和解题时间均不产生明显影响;3)解题后立即进行反思能够促进优生和差生使用高效策略,放弃低效策略;4)先前的解题反思在后续解题中仍然促进学生使用高效策略,对优生的促进作用比对差生更明显。 相似文献
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采用由7道真实性算术应用题构成的测试材料研究了207名六年级小学生。首先要求被试解答这些题目,然后对给出的不同解答作出评定。结果表明:(1)我国六年级小学生在无提示条件下真实性思考的人数比例是36.6%,显著地高于真实性解答的人数比例27.3%。(2)在解题真实性思考上,优生显著地高于中等生,中等生显著地高于差生;在对不确定真实性解答的评分上,优生显著地高于中等生与差生,在对常规性解答的评分上,优生显著地低于中等生与差生。(3)提示条件显著地提高了学生的真实性思考水平,并且与学生的学业水平存在着显著的交互作用;提示条件不影响学生对不确定真实性解答与常规性解答的评分。 相似文献
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班级内青少年非正式群体认同发展研究 总被引:6,自引:0,他引:6
青少年的群体认同影响个体的自我发展。对小五、初二和高二的学生进行调查发现,不同年龄阶段的学生对群体的“情感投入”“体验承诺”和“认知”存在显著差别。小五学生属于一种“幼稚型”群体认同,初二和高二学生属于一种“理智型”群体认同。 相似文献
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以674名中小学生为被试(其中学优组270人,学中组241人,学困组163人),测量研究了三种不同学业成绩水平学生的逻辑推理能力、元认知以及注意力的不同发展特点,结果表明,学习中等生的注意力水平、逻辑推理能力与学习优秀生相比明显落后,而其元认知能力的发展与学习优秀生相比则基本相当,未表现出显著偏低的态势;学习困难生的逻辑推理能力、元认知能力与学习中等生相比显著偏低,在注意力水平上二者并不存在显著性差异.这对于教育的启示是:对学困生的干预补救应注重提高他们的元认知水平和逻辑推理能力,而对中等生的促进和提高则应以注意力水平与逻辑推理能力的提高为关键. 相似文献
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中学生学习策略应用特点的研究 总被引:9,自引:0,他引:9
运用中学生学习策略量表对442名初、高中学生进行测试,考察中学生应用学习策略的一般特点。结果表明:(1)中学生学习策略量表具有良好的信度、效度;(2)中学生在应用学习策略方面有随年级增长而下降的趋势。在调控策略的运用上女生显著多于男生,而在认知策略的运用上男生多于女生。深层加工策略和反馈调节策略存在年级与性别的交互作用;(3)初二和高二年级学习优、差生之间在学习策略上存在显著的差异,其中,深层加工、检索应用策略和反馈调节策略在各年级的优、差生之间都存在显著差异。 相似文献
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Levison Maunganidze Nancy Ruhode Loice Shoniwa Solomon Nyanhongo Joseph M. Kasayira Tholene Sodi 《Journal of Psychology in Africa》2013,23(2):255-258
The study analysed the relationships between teacher ratings and standardised test scores in Reading and Mathematics for students receiving learning support for learning difficulties (n = 60, mean age= 16.3). Teacher ratings were found to significantly predict pupils' performance in Reading. Students with extended learning support had significantly higher teacher attainment ratings in both Reading and Mathematics. Teacher judgment ratings combined with standardized test scores were reliable for assessing instructional effectiveness. Standardised tests were more reliable than teacher ratings in assessing academic attainment. 相似文献
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The purpose of this study was to examine whether teaching three participants with learning disabilities to name and identify critical components (i.e., opening sentence, detail sentences, and key words) for four expository text structures, and to discriminate between well-written and poorly written components would improve their expository writing performance. After instruction, one participant immediately improved her expository paragraph writing skills. However, two participants needed additional instruction and feedback on their writing before their paragraph writing improved. Social validation of the study outcomes was assessed by comparing participants' paragraphs before and after instruction to paragraphs produced by same age peers without disabilities. After instruction, participants' paragraph scores were above the mean score of the normative comparison group. Implications for teaching writing skills to students with learning disabilities, and suggestions for future research are discussed. 相似文献
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顿悟式组块破解的时间进程:ERP研究 总被引:4,自引:0,他引:4
本研究旨在探讨顿悟式组块破解的信息加工机制及神经动态变化。被试完成汉字拆解任务,也即从一个源汉字中移动部件从而得到有效汉字。研究操纵部件之间在空间交错背景下的类别关系:同类(移动部件和剩余部件都是汉字)和异类(移动部件是笔画,剩余部件是汉字)。与此同时记录事件相关电位变化。结果显示,同类条件比异类条件引发了更大的N2波动和减小的LPC波动。早期的N2效应可能提示了组块破解过程中的识别困难,而晚期的LPC效应可能提示了组块破解过程中的知觉转换困难。 相似文献
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Hok-Ko Pong 《International Journal of Children's Spirituality》2017,22(3-4):329-351
The study aims to examine the relationship between the spiritual well-being of university students in Hong Kong and their academic performance measured by Cumulative Grade-Point Average, using both quantitative and qualitative methods. The quantitative part of the study consists of 1130 Year 2 and Year 3 students from three universities in Hong Kong. The questionnaire is adapted from the Spiritual Health and Life-Orientation Measure developed by John Fisher. Results indicate a moderately positive relationship between the spiritual well-being of the respondents and their academic performance. The qualitative part of the study is comprised of 11 focus group discussions. The findings of this support the quantitative findings and contribute to the exploration of how students’ spiritual well-being and their pursuits of academic success are correlated. The several spiritual attributes, namely, concentration, persistence, self-confidence, self-discipline and interpersonal relationships are found in the resulting positive relationship through the qualitative findings. 相似文献
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This study set out to examine the relationship between self-efficacy and satisfaction with life and happiness among university students in South Africa. The sample comprised 334 students (female = 222, male = 112, black = 96%, mean age = 23 years). The students completed a general self-efficacy scale, the satisfaction with life scale and the subjective happiness scale. Data were analysed utilising regression approaches to predict students’ satisfaction with life and happiness from self-efficacy. The results revealed higher self-efficacy scores to predict both higher satisfaction with life and happiness in both males and females. Self-efficacy seems to facilitate both satisfaction with life and happiness in general. 相似文献
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Scoring of student performance is often costly in teacher time. Self-rating may be a practical alternative, if ratings are accurate. Some conditions affecting self-rating accuracy were examined in two special-education classes in two experiments. The first assessed the separate effects of submitting self-ratings to the teacher and token reinforcement for those ratings. Actual and self-rated performance during daily 20-minute arithmetic assignments were observed in a class of four boys with an average age of 10 years, four months. Subjects answered assignments in pen for later detection of falsified answers. At the end of the session, correct answers were projected and papers self-scored in pencil. During class dismissal, the experimenter surreptitiously scored actual performance. Three experimental conditions were introduced in an A B C B A design. During A, subjects self-rated but submitted no report, nor received token reinforcement. During B, self-ratings were reported to the teacher on a folded slip of paper, without reinforcement. During C, points were awarded for self-reported scores based on changes in individual performance from the prior condition and later exchanged for prizes. Subjects self-rated accurately during A, with little change during B. However, awarding points for self-reported scores in C, produced highly exaggerated performance. There was little change in correct arithmetic performance throughout the experiment. The second experiment examined a low-cost procedure to produce and maintain a low level of exaggeration in a class of 17 boys with an average age of 15 years, three months. Continuous, then intermittent checks on the accuracy of self-rated arithmetic performance were assessed in a multiple-baseline design across groups of subjects. Following a condition where subjects' self-reported performance was reinforced as in the first experiment, the self-rating accuracy of all subjects was checked publicly and a penalty applied for inaccuracies or bonus points for accuracies (Maximum Checks). During Minimum Checks, the self-rating accuracy of one randomly selected subject was checked. The reduction in checking frequency was gradual for one group and abrupt for the other. When self-reports were reinforced, 13 of the 17 pupils submitted ratings discrepant with actual arithmetic performance by more than two problems per session. Maximum Checks reduced discrepancies below two problems per session for 15 of the 17 pupils. This same low level of exaggeration was maintained during Minimum Checks for 14 of the 17 pupils. Correct arithmetic performance showed no systematic change. Teachers reported that self-rating resulted in time savings over their usual methods of scoring. The results indicated that pupils exaggerate when rewarded for self-ratings. Exaggeration was reduced and maintained at low levels by infrequent accuracy checks. 相似文献
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学业成就中等生和优良生的成就目标、自我监控与学业成绩关系的比较研究 总被引:11,自引:2,他引:9
采用量表法对学业成就中等生的研究发现:与学业优良生相比,学业成就中等生的自我监控水平显著低下;成就目标与学业成绩并无直接关系,但学习目标会通过自我监控间接影响学业成绩;在学业成就中等生中,高学习目标、低成绩目标者表现出更高的自我监控水平。 相似文献
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Susan J. Wood Jane Y. Murdock Mary E. Cronin Nancy M. Dawson Peggy C. Kirby 《Journal of Behavioral Education》1998,8(2):263-279
The purposes of this study were to evaluate the effects of self-monitoring on increasing the on-task behaviors of four at-risk middle school students, and to examine its indirect effects on academic performance. Additionally, we attempted to develop and validate cost- and time-efficient procedures that typical classroom teachers could use. The data from a multiple baseline design across three academic settings, replicated with four students, revealed immediate increases in on-task behavior as each student began to self-monitor in each sequential setting. The data also revealed slightly higher levels of academic performance and, in most instances, gradually accelerating trends. These findings suggest that self-monitoring is a cost- and time-efficient procedure that classroom teachers can use to teach at-risk students to manage their own behaviors. 相似文献