摘要
为探究数学学习困难干预的效果,笔者采用元分析方法对我国31项数困儿童干预研究进行解析。研究表明,使用标准化测查工具、幼儿园阶段、运用中介/辅助的方法、针对单一被试、实施高总量和低频次(小于3次/周)的干预效果更好。进一步分析得到数困干预效果的四个影响因素(测查工具信效度、学段、个性化、干预强度)的结论。最后,基于四个因素维度审视了当前我国数困存在的问题并提出相应的建议。
In order to examine the effects of various kinds of interventions for children with math learning difficulties, we conducted a meta-analysis based on 31 published studies. We find that interventions that used standardized testing tools, targeted kindergarten students, adopted mediated/assisted methods, employed single-subject designs, and ran for longer durations and lower frequencies(less than 3 times per week) led to better outcomes. A further analysis confirmed that there are four significant factors that influence the final outcomes of interventions: the reliability and validity of testing tools, the school phase of subjects, the individualization of intervention methods, and the intensity of interventions. We examined the problems that may exist in today’s mathematics learning difficulties in China according to these four factors and also proposed corresponding suggestions.
作者
李欢欢
黄瑾
郭力平
LI Huanhuan;HUANG Jin;GUO Liping(Department of Preschool Education, East China Normal University, Shanghai, 200062,China;College of Elementary Education, Xinjiang Normal University, Urumqi, 830000,China)
出处
《全球教育展望》
CSSCI
北大核心
2019年第5期117-128,共12页
Global Education
基金
河南省教育科学“十三五”规划一般课题“学前儿童数学问题解决影响因素的纵向研究”(课题编号:[2018]-JKGHYB-0276)的阶段性成果
关键词
数学学习困难儿童
干预效果
元分析
children with mathematics learning disabilities
intervention effect
meta-analysis
