随班就读轻度智力残疾学生数学学业能力个案研究
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摘要
数学学业能力包括运算能力、逻辑思维能力、空间想象能力,在中小学基础教育中占有重要地位。由于数学学科的特殊性,随班就读轻度智力残疾学生在数学学业能力上的发展更易受到限制。而我国目前对如何开展随班就读学生数学教育工作还没有十分具体的措施与方法。因此,对随班就读轻度智力残疾学生数学学业能力进行个案研究,不仅能掌握这些学生数学学业能力的现状,还能动态把握这些学生数学学业能力的发展过程,从而为随班就读轻度智力残疾学生的数学教学提供有效指导。
本研究选取三名上海市普通学校三至五年级随班就读的轻度智力残疾学生,以个案追踪为主要研究方法,深入了解这些学生在普通学校的数学学业能力,以及数学学习的实际状况,对影响其数学学业能力形成的相关因素进行全面分析。
本研究得出以下结论：
第一,随班就读轻度智力残疾学生的数学学业能力总体水平较低,随着年级一的增长数学学业能力会有所提高。
第二,从数与运算方面来看,三名个案具有一定的数与运算能力,经过练习均可达到中等以下学生的水平。这类学生学习方式比较机械化,难以掌握理解性、应用性知识点。
第三,从方程与代数方面来看,随班就读学生数学基础薄弱,难以转变思维方式建立方程概念。
第四,从图形与几何方面来看,随班就读学生能够分辨简单几何图形、计算简单图形的周长与面积,但由于缺乏空间想象能力,几何应用能力较差,容易混淆几何概念。
第五,从数据整理与概率统计方面来看,随班就读学生能够按照给定的标准对物体进行分类、计数,但难以从众多数据中提取有效信息解决问题,缺乏综合应用能力。
第六,影响随班就读轻度智力残疾学生数学学业能力的主要原因是综合学习能力较差。而缺乏学习兴趣、较差注意力、错误听课方法、不良学习习惯、不当教学方式与辅导方式等,也在一定程度上抑制随班就读学生数学学业能力的进步与发展。
基于以上研究结果,研究者提出了适当调整随班就读学生的教学内容、激发随班就读学生的数学学习兴趣、通过各种数学活动加深对数与方程的理解、借助实物帮助随班就读学生建立空间观念、结合现实生活体验训练数据整理与概率统计能力等教育建议。
Mathematical academic ability includes computing power, logical thinking and spatial imagination. It plays an important role in basic education of primary and secondary. As the special nature of mathematics, children with mild mental retardation have difficulties in learning mathematics. However, at present our country doesn't have detailed measures and methods to carry out mathematics education of children with mild mental retardation learning in regular class. Therefore, we need a case study of these students' mathematical academic ability. According to the results of study, we could know their status of mathematics academic ability and their learning process of mathematics, then offer effective suggestions for mathematics education.
In this study, three children with mild mental retardation are selected, who are in grade 3-5 and come from ordinary schools in Shanghai.Through case tracking, this study focus on these students'mathematical academic ability and actual state of mathematics learning, and analyze the factors related to the formation of mathematical ability.
The results showed that:
First, overall, children with mild mental retardation have low level of mathematical academic ability, and with the growth of grade, their abilities will be increased.
Second, in the numbers, digits and calculation, three cases have certain mathematical calculation ability. They can achieve middle level through practice. It is difficult for them to grasp the understanding and application of knowledge.
Third, in the equations and algebra, it is difficult for them to change the way of thinking to establish the concept of equation.
Fourth, in the graphics and geometric, due to lack of spatial imagination, they can't understand concepts and solve problems with geometric knowledge.
Fifth, in the data statistics and probability, they can classify and count in accordance with the standards given. But it is difficult for them to get useful information from a number of information to solve problem.
Sixth, low mathematics achievement is mainly due to poor learning ability. Learning interest, attention, student study habits, teaching methods, parent guidance is also the factors of low achievement.
Based on above results, the researcher proposed the following suggestions for the education of children with mild mental retardation:suitable deletion of the course content, stimulating interest in learning mathematics, deepening the understanding of numbers and equations through a variety of mathematical activities, building spatial concept with objects, training statistics and sorting capabilities through the life experience and so on.
本研究选取三名上海市普通学校三至五年级随班就读的轻度智力残疾学生,以个案追踪为主要研究方法,深入了解这些学生在普通学校的数学学业能力,以及数学学习的实际状况,对影响其数学学业能力形成的相关因素进行全面分析。
本研究得出以下结论：
第一,随班就读轻度智力残疾学生的数学学业能力总体水平较低,随着年级一的增长数学学业能力会有所提高。
第二,从数与运算方面来看,三名个案具有一定的数与运算能力,经过练习均可达到中等以下学生的水平。这类学生学习方式比较机械化,难以掌握理解性、应用性知识点。
第三,从方程与代数方面来看,随班就读学生数学基础薄弱,难以转变思维方式建立方程概念。
第四,从图形与几何方面来看,随班就读学生能够分辨简单几何图形、计算简单图形的周长与面积,但由于缺乏空间想象能力,几何应用能力较差,容易混淆几何概念。
第五,从数据整理与概率统计方面来看,随班就读学生能够按照给定的标准对物体进行分类、计数,但难以从众多数据中提取有效信息解决问题,缺乏综合应用能力。
第六,影响随班就读轻度智力残疾学生数学学业能力的主要原因是综合学习能力较差。而缺乏学习兴趣、较差注意力、错误听课方法、不良学习习惯、不当教学方式与辅导方式等,也在一定程度上抑制随班就读学生数学学业能力的进步与发展。
基于以上研究结果,研究者提出了适当调整随班就读学生的教学内容、激发随班就读学生的数学学习兴趣、通过各种数学活动加深对数与方程的理解、借助实物帮助随班就读学生建立空间观念、结合现实生活体验训练数据整理与概率统计能力等教育建议。
Mathematical academic ability includes computing power, logical thinking and spatial imagination. It plays an important role in basic education of primary and secondary. As the special nature of mathematics, children with mild mental retardation have difficulties in learning mathematics. However, at present our country doesn't have detailed measures and methods to carry out mathematics education of children with mild mental retardation learning in regular class. Therefore, we need a case study of these students' mathematical academic ability. According to the results of study, we could know their status of mathematics academic ability and their learning process of mathematics, then offer effective suggestions for mathematics education.
In this study, three children with mild mental retardation are selected, who are in grade 3-5 and come from ordinary schools in Shanghai.Through case tracking, this study focus on these students'mathematical academic ability and actual state of mathematics learning, and analyze the factors related to the formation of mathematical ability.
The results showed that:
First, overall, children with mild mental retardation have low level of mathematical academic ability, and with the growth of grade, their abilities will be increased.
Second, in the numbers, digits and calculation, three cases have certain mathematical calculation ability. They can achieve middle level through practice. It is difficult for them to grasp the understanding and application of knowledge.
Third, in the equations and algebra, it is difficult for them to change the way of thinking to establish the concept of equation.
Fourth, in the graphics and geometric, due to lack of spatial imagination, they can't understand concepts and solve problems with geometric knowledge.
Fifth, in the data statistics and probability, they can classify and count in accordance with the standards given. But it is difficult for them to get useful information from a number of information to solve problem.
Sixth, low mathematics achievement is mainly due to poor learning ability. Learning interest, attention, student study habits, teaching methods, parent guidance is also the factors of low achievement.
Based on above results, the researcher proposed the following suggestions for the education of children with mild mental retardation:suitable deletion of the course content, stimulating interest in learning mathematics, deepening the understanding of numbers and equations through a variety of mathematical activities, building spatial concept with objects, training statistics and sorting capabilities through the life experience and so on.
引文
①中华人民共和国教育部网站http://www.moe.edu.cn/2009
②教育部人文社会科学规划项目：“随班就读智力残疾学生学业能力研究”(项目批准号：08JA880021)
1、曹才翰,蔡金法.中学数学教育学概论,北京师范大学出版社,1990：50
2、七田怜,吕晓彤,高桥智.中国障碍儿童的随班就读现状和课题——北京市A小学的实地调查,中州大学学报,2008(3)：72-73
3、国家教育委员会关于开展残疾儿童少年随班就读工作的试行办法,1994年7月21日发布
4、钱丽霞,江小英.对我国随班就读发展现状评价的问卷调查报告,中国特殊教育,2004(5)：1-5
5、王慧敏.弱智儿童学习能力的发展水平与教育对策,现代特殊教育,2000(6)：34-35
6、克鲁捷茨基,赵裕春等译.中小学生数学能力心理学,教育科学出版社,1984：10-15
7、喻平.数学教育学导引,桂林,广西师范大学出版社,1998：251
8、李镜流.教育心理学新探,光明日报出版社,1987：53
9、林崇德.中学生能力发展与培养,北京,北京教育出版社,1992：35-124
10、张玉生,康淑瑰,张会贞.浅谈数学能力与数学学习,雁北师范学院学报,2006(3)：69-71
11、谭瑞,李汉.小学生数学能力结构探讨,心理学报,1990(1)：41-46
12、黄兴云,彭新花.弱智儿童随班就读数学课堂教学探讨,现代特殊教育,2001(3)：21-22
13、刘茂强,张广梅.提高随班就读弱智生数学成绩的几点尝试,随班就读,2002(5)：25-26
14、王姣艳,章蕴瑾.试论同伴指导在随班就读环境中运用,现代特殊教育,2005(7)：19-21
15、申仁洪.论随班就读的家庭支持,中国特殊教育,2006(2)：3-7
16、李娜,张福娟.上海市随班就读学校资源教室建设和运作现状的调查研究,中国特殊教育,2008(10)：66-72
17、汤盛钦,张福娟,骆伯巍.弱智学校毕业班学生学习能力的研究,心理科学,1989(3)：21-26
18、马新梅.中度弱智儿童数学可接受能力的调查,中国特殊教育,2004(3)： 28-33
19、谭宏.随班就读轻度智力残疾学生数学运算能力研究,上海,华东师范大学,2009
20、张旭琪.随班就读轻度智力残疾学生数学能力研究,上海,华东师范大学,2009
21、Goodstein. H. A, Kahn. H, Cawley. J. F. The achievement of educable mentally retarded children on the Key Math Diagnostic Arithmetic Test, The Journal of Special Education,1976(10):465-472
22、Erin Caffrey, Douglas Fuchs.Differences in mathematics performance between students with learning disabilities and students with mild retardation, Exceptional Children,1994(6):119-128
23、MacMillan, D. Siperstein, G.& Gresham, F.. Achallenge to the viability of mild mental retardation as a diagnostic category, Exceptional Children, 1996(62):356-371
24、Frank.M.,Gresham, Donald L. MacMillan, Kathleen M. Bocian. Learning Disabilities, Low Achievement,and Mild Mental Retardation:More Alike Than Different?.Journal of learning disabilities,1996(6):570-518
25、Gronna Sarath S.,Jenkins, Amelia A.,Chin-Chance, Selvin A.. The performance of students with disabilities in a norm-referenced, statewide standardized testing program, Journal of Learning Disabilities, 1998(5):482-493
26、Baker, E. T.,Wang, M. C.& Walberg, H. J. The effects of inclusion on learning, Educational Leadership,1995(4):33-35
27、Peetsma Thea, Vergeer Margaretha, Karsten Sjoerd,Roeleveld Jaap. Inclusion in Education:Comparing Pupils'Development in Special and Regular Education, Educational Review,2001(6):125-35
28、Regional Educational Laboratory at Education Development Centre,Inc. Math education practices for students with disabilities and other struggling learners:case studies of six schools in two Northeast and Islands Region states,2008(8):3-4
29、Frances M. Butler, Susan P. Miller, Kit-hung Lee, and Thomas Pierce. Teaching Mathematics to Students with Mild-to-Moderate Mental Retardation:A Review of the Literature, Mental Retardation, 2001(39):20-31
30、Josephine Louie, Amy Brodesky, Jessica Brett,Li-Ming Yang, Yvette Tan.. Math education practices for students with disabilities and other struggling learners:case studies of six schools in two Northeast and Islands Region states,Institute of Education Sciences U.S. Department of Education,2008:53
②教育部人文社会科学规划项目：“随班就读智力残疾学生学业能力研究”(项目批准号：08JA880021)
1、曹才翰,蔡金法.中学数学教育学概论,北京师范大学出版社,1990：50
2、七田怜,吕晓彤,高桥智.中国障碍儿童的随班就读现状和课题——北京市A小学的实地调查,中州大学学报,2008(3)：72-73
3、国家教育委员会关于开展残疾儿童少年随班就读工作的试行办法,1994年7月21日发布
4、钱丽霞,江小英.对我国随班就读发展现状评价的问卷调查报告,中国特殊教育,2004(5)：1-5
5、王慧敏.弱智儿童学习能力的发展水平与教育对策,现代特殊教育,2000(6)：34-35
6、克鲁捷茨基,赵裕春等译.中小学生数学能力心理学,教育科学出版社,1984：10-15
7、喻平.数学教育学导引,桂林,广西师范大学出版社,1998：251
8、李镜流.教育心理学新探,光明日报出版社,1987：53
9、林崇德.中学生能力发展与培养,北京,北京教育出版社,1992：35-124
10、张玉生,康淑瑰,张会贞.浅谈数学能力与数学学习,雁北师范学院学报,2006(3)：69-71
11、谭瑞,李汉.小学生数学能力结构探讨,心理学报,1990(1)：41-46
12、黄兴云,彭新花.弱智儿童随班就读数学课堂教学探讨,现代特殊教育,2001(3)：21-22
13、刘茂强,张广梅.提高随班就读弱智生数学成绩的几点尝试,随班就读,2002(5)：25-26
14、王姣艳,章蕴瑾.试论同伴指导在随班就读环境中运用,现代特殊教育,2005(7)：19-21
15、申仁洪.论随班就读的家庭支持,中国特殊教育,2006(2)：3-7
16、李娜,张福娟.上海市随班就读学校资源教室建设和运作现状的调查研究,中国特殊教育,2008(10)：66-72
17、汤盛钦,张福娟,骆伯巍.弱智学校毕业班学生学习能力的研究,心理科学,1989(3)：21-26
18、马新梅.中度弱智儿童数学可接受能力的调查,中国特殊教育,2004(3)： 28-33
19、谭宏.随班就读轻度智力残疾学生数学运算能力研究,上海,华东师范大学,2009
20、张旭琪.随班就读轻度智力残疾学生数学能力研究,上海,华东师范大学,2009
21、Goodstein. H. A, Kahn. H, Cawley. J. F. The achievement of educable mentally retarded children on the Key Math Diagnostic Arithmetic Test, The Journal of Special Education,1976(10):465-472
22、Erin Caffrey, Douglas Fuchs.Differences in mathematics performance between students with learning disabilities and students with mild retardation, Exceptional Children,1994(6):119-128
23、MacMillan, D. Siperstein, G.& Gresham, F.. Achallenge to the viability of mild mental retardation as a diagnostic category, Exceptional Children, 1996(62):356-371
24、Frank.M.,Gresham, Donald L. MacMillan, Kathleen M. Bocian. Learning Disabilities, Low Achievement,and Mild Mental Retardation:More Alike Than Different?.Journal of learning disabilities,1996(6):570-518
25、Gronna Sarath S.,Jenkins, Amelia A.,Chin-Chance, Selvin A.. The performance of students with disabilities in a norm-referenced, statewide standardized testing program, Journal of Learning Disabilities, 1998(5):482-493
26、Baker, E. T.,Wang, M. C.& Walberg, H. J. The effects of inclusion on learning, Educational Leadership,1995(4):33-35
27、Peetsma Thea, Vergeer Margaretha, Karsten Sjoerd,Roeleveld Jaap. Inclusion in Education:Comparing Pupils'Development in Special and Regular Education, Educational Review,2001(6):125-35
28、Regional Educational Laboratory at Education Development Centre,Inc. Math education practices for students with disabilities and other struggling learners:case studies of six schools in two Northeast and Islands Region states,2008(8):3-4
29、Frances M. Butler, Susan P. Miller, Kit-hung Lee, and Thomas Pierce. Teaching Mathematics to Students with Mild-to-Moderate Mental Retardation:A Review of the Literature, Mental Retardation, 2001(39):20-31
30、Josephine Louie, Amy Brodesky, Jessica Brett,Li-Ming Yang, Yvette Tan.. Math education practices for students with disabilities and other struggling learners:case studies of six schools in two Northeast and Islands Region states,Institute of Education Sciences U.S. Department of Education,2008:53