两种教学方法对不同认知风格11岁儿童数学学习效果的影响

比较运用尝试教学法教学和常规教学法教学对小学五年级独立型和场依存型的学生在解决三种难度的百分数应用题中的效果.结果发现:(1)从整体上看,在高难度题的测试中,以尝试教学法教学的成绩明显高于以常规教学法教学的成绩,两者的差异达到显著水平.对场依存的学生,在低难度题测试时,两种教学方法取得的成绩无显著差异;在中难度题测试时,以常规教学法教学的成绩高于以尝试教学法教学的成绩,差异达到显著水平;在高难度题测试时,以尝试教学法教学的成绩高于以常规教学法教学的成绩,两者的差异达到显著水平.对场独立的学生在低难度题测试时,两种教学方法取得的成绩无显著差异;在中、高难度题测试时,以尝试教学法教学的成绩均高于以常规教学法教学的成绩,差异达到显著水平.(2)从整体来看,在题为高难度时男生的成绩高于女生,差异达到显著水平,而在低、中难度时无显著的性别差异.场依存者在题为低难度时女生的成绩高于男生差异达到显著水平,而中、高难度时无显著的性别差异.场独立者在高难度时男生的成绩高于女生,差异达到显著水平.

The Influence of Primary Schoolers' Field Independent Style and field Dependent Style on the Effects of Trial-teaching and Normal-teaching

This study compared the scores of students of field independent style and field dependent style who were from the fifth grade of primary school were effected by trial\|teaching and normal\|teaching in the solution of per cent\|applied\|problem of three kinds of difficulty level. Multiple analysis of variance(MANOVA) indicated:(1) The main effect of teaching method was significant; On the whole, the scores in trial\|teaching were much higher than those of normal\|teaching in the highest level tests. To the students of field dependent style, the scores difference between the two teaching method was nonsignificant in the lowest level tests; The scores in normal\|teaching were much higher than those of trial\|teaching in the middle level tests, so the scores difference between the two teaching method teaching was significant; in the highest level tests, the scores in trial\|teaching were much higher than those of normal\|teaching, the scores difference between the two teaching method was significant. To the students of field dependent style, the scores between the two teaching method were nonsignificant in the lowest level tests; the scores in trial\|teaching were much higher than those of normal\|teaching in the imddle and the highest level tests, so the scores difference between the two teaching method was significant. (2) On the whole, the boy's scores were much higher than the girls' scores, so sex difference of scores was significant; sex difference of scores was nonsignificant in the middle and the highest level tests. To the students of field dependent style, theboys' scores were much higher than the girls' scores in the highest level tests, so sex differences of scores was significant. (3)The main effect of cognitive styles was nonsignificant.