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The Research on the Development and Processing Mechanism of Primary School Students’ Mathematic Learning Strategies

Author: LiuDianZhi
Tutor: HuangXiTing
School: Southwest China Normal
Course: Basic Psychology
Keywords: primary school student development of mathematic learning strategy influencing factor convenient calculation strategy cognitive path ERP processing model of strategies
CLC: G623.5
Type: PhD thesis
Year: 2003
Downloads: 2487
Quote: 58
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Research on learning strategy is one of the main fields and effective methods in the researches of cognitive development. It is also a new direction of current innovation of teaching. There are many researches about general learning strategies, but few on special subject strategies. Moreover, most of the researches are qualitative, and the demonstration is seldom and simplex. Research on explicit learning strategies is in plenty, while exploration on the implicit processing mechanism is rare. And the explanations about strategies are scattered, which hasn’t formed integrated ones. Aimed at shortcomings of previous studies, this research constructs the system of primary school students’ mathematic learning strategies, in which the using status, developmental traits and main influencing factors are investigated thoroughly. The processing mechanism of strategies is revealed both in physiological and psychological aspects through cognitive psychology and cognitive neuroscience methods, hi order to promote children’s strategy learning, the teaching method and effect is explored through instructional experiment. Based on present and previous researches, children’s strategy multi-processing model is put forward, so as to entirely describe and explain strategies’ developmental traits of children. The study not only provides important information for knowing children’s strategy and their cognitive development, but also provides frame reference for strategy training.The main results of this research are the following:1 .In order to explore the development of children’s strategies and its influencing factors, four scales are developed. (1) The reliability and validity of the math learning strategy scale for primary students is tested and verified. The investigations in primary schools reveal that total strategy, meta-cognitive strategy and cognitive strategy develop well. The developmental level of meta-cognitive is higher than that of cognitive strategy,and both which correlated significantly. (2) Based on the previous studies, the main influencing factors for strategy using are selected, which are formed three scales, including primary students’ math learning motivation scale, math learning efficacy scale and math learning attribution. The reliability and validity of the scales are verified.2.As for the influencing factors, psychological factor, knowledge background, personal variable and school types are investigated. Regression analysis reveals that among psychological factors, intrinsic motivation, curricula efficacy, difficulty-coping efficacy and intrinsic attribution have significant influencing power. And the intrinsic motivation has the strongest power. As far as background knowledge is concerned, the dramatic influencing factors are calculation concept, formula, law, the four-form-mixed-calculation. The factors that attribute greatest to convenient calculation are concept, formula and law. In the personal factors, age and gender don’t influence learning strategy significantly, which indicates the traits of primary students’ learning strategy development are different from that of middle school students. And the investigation about school types reveals that school is crucial for the development of learning strategies.3. As for the advancement of children’s strategies, the equivalent groups is designed with experimental and control groups. The convenient calculation strategy training is taught with exploration or narration teaching styles. The results indicate the strategy training can improve students’ calculation scores significantly, so do calculating speed and learning interest in experimental class. The delayed test is carried out in two conditions: with cues of convenient calculation or without cues. The results of two tests have no significantly difference, which indicates the applied defect can be avoided if the training is appropriate. In the present experiment, there is no significant difference between exploration teaching and narration teaching, possibly because students have got used

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CLC: > Culture, science,education, sports > Education > Primary education > Subjects teaching methods, teaching aids > Mathematics
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