摘要
数学学习是通过视、听器官,在母语的帮助下,形成大脑皮层相应的联系系统的过程。数学学习障碍是一种由大脑皮质的二级、三级区损伤导致的“高级障碍”。这种损伤导致皮层在神经活动中有信息传导受阻、信息传导减弱和皮层的整合联系建立困难3种表现。对数学学习障碍进行干预,首先要区别真假数学学习障碍,然后对真正的数学学习障碍要从物质干预、特异化训练和数学干预入手,注重数学知识与能力的训练,同时强调数学思维的训练。
Mathematics learning is the process of forming the corresponding connection system of the cerebral cortex through the sight and hearing organs with the help of the mother tongue.Mathematical learning disorder is a kind of“advanced disorder”caused by the injury of the second and third levels of the cerebral cortex.This damage leads to three kinds of manifestations:cortical information transmission is blocked during nerve activity,information transmission is weakened,and cortical integration is difficult to establish.First of all,it is necessary to distinguish between true and false mathematical learning disorder,and then the intervention of real mathematical learning disorder should start with material intervention,specific training and mathematical intervention,focusing on mathematical knowledge and mathematical practice intervention,and emphasizing the training of mathematical thinking.
作者
刘全礼
王得义
Liu Quanli;Wang Deyi(College of Special Education,Beijing Union University,Beijing 100075,China;Special Education School,Changsha Vocational and Technical College,Changsha 410205,China)
出处
《北京联合大学学报》
CAS
2020年第4期44-49,共6页
Journal of Beijing Union University
基金
教育部发展报告项目“中国特殊教育发展报告”(13JBGP041)。
关键词
数学学习障碍
脑机制
物质干预
特异化训练
数学干预
Mathematical learning disorder
Brain mechanism
Material intervention
Specific training
Mathematical intervention
