随班就读轻度智力残疾学生数学能力研究
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摘要
数学能力是学生学习活动中必须具备的基本能力之一,特殊儿童的随班就读工作为众多轻度智力残疾学生提供了进入普通学校学习的机会,本研究旨在探索上海市3-5年级随班就读轻度智力残疾学生的数学能力水平,分析他们在普通学校中数学学习的效果,初步了解他们所能掌握的现行普通学校教学大纲中规定的数学知识点内容范围,探究他们与普通学生之间的数学能力差距。
本研究先后两次共收取上海市14个和11个区县随班就读轻度智力残疾学生和普通学生的数学考试试卷各244份和582份。依据上海市普通中小学课程方案中对于小学三至五年级内容与要求规定,将知识点分为数与运算,方程与代数,图形与几何以及数据整理与概率统计四个大块内容。依次分析数学试卷中的填空题、选择题、应用题等,运算能力这一部分知识点除外。
本研究得出以下结论:3-5年级随班就读轻度智力残疾学生对现行普通小学数学课程内容掌握比较困难。总分标准差波动比较大,个体之间的能力差异比较明显。
数与运算部分,单位换算的得分率在0.15左右,知识点越贴近生活随班就学生掌握的越好。应用题方面,一步计算应用题的掌握远远好于两步、三步计算应用题。总体而言随年级升高而得分率有所提高。
方程与代数部分,平均得分率为0.27,属于比较高的一部分,随班就读学生在解方程、字母代入求值、根据文字列方程求解几个知识点表现较好,列方程解应用题比较薄弱。
图形与几何部分,单位换算部分长度单位得分率最高,各个知识点得分率基本在0.10以上,平行和垂直知识点的掌握普遍好一些,长方形计算得分率略好于正方形,正方体计算得分率略好于长方体。
数据整理与概率统计部分是随班就读学生掌握的最好的一部分,作统计图的得分比根据统计图回答问题都高出6-7个百分点。
Mathematics ability is one of the necessary ability for students in the study. The project-learning in the regular class provides many students with mild mental retardation an opportunity to learn in the regular class. This research is to explore the mathematic ability of the mild retardation students learning in regular class from 3-5 grades, analyze their learning effects, tentatively know how much knowledge in current teaching material in regular they can master, find out the gap in mathematic ability between the students with mild mental retardation and normal students.
244 test papers of students with mild mental retardation, 582 test papers of normal students are collected. According to the shanghai mathematics curriculum project for primary and junior school, these knowledge are divided into four parts: Numbers, Digits and Calculation, Equation and algebra, Geometry and Figure and Data reduction, Statistics and Probability theory. And then analyze them.
This research has the results as follows: students with mild mental retardation from 3-5 grades have difficulties in learning mathematics curriculum. There is an obvious difference in mathematics ability among these students.
Numbers, Digits and Calculation: goal average is about 0.15. The knowledge points which are close to the real life are easy to master for these students. Problem of one-step are better solved than the problems of two or three—steps. In general, goal average will increase by the rise of the grade.
Equation and algebra: goal average is 0.27, which is one of the highest parts. Students do good in solution of equation, do weak in equation problems.
Geometry and Figure: unit conversion for long measure has the highest goal average, and most of the knowledge points are above 0.10. Knowledge about parallelism and vertical are mastered well. The calculation for rectangle is better than that for square, the calculation for cube is better than that for cuboids.
Data reduction, Statistics and Probability theory: students got 6-7%higher points of plotting than answering the questions according to the chart, and this part also got the highest average point.
本研究先后两次共收取上海市14个和11个区县随班就读轻度智力残疾学生和普通学生的数学考试试卷各244份和582份。依据上海市普通中小学课程方案中对于小学三至五年级内容与要求规定,将知识点分为数与运算,方程与代数,图形与几何以及数据整理与概率统计四个大块内容。依次分析数学试卷中的填空题、选择题、应用题等,运算能力这一部分知识点除外。
本研究得出以下结论:3-5年级随班就读轻度智力残疾学生对现行普通小学数学课程内容掌握比较困难。总分标准差波动比较大,个体之间的能力差异比较明显。
数与运算部分,单位换算的得分率在0.15左右,知识点越贴近生活随班就学生掌握的越好。应用题方面,一步计算应用题的掌握远远好于两步、三步计算应用题。总体而言随年级升高而得分率有所提高。
方程与代数部分,平均得分率为0.27,属于比较高的一部分,随班就读学生在解方程、字母代入求值、根据文字列方程求解几个知识点表现较好,列方程解应用题比较薄弱。
图形与几何部分,单位换算部分长度单位得分率最高,各个知识点得分率基本在0.10以上,平行和垂直知识点的掌握普遍好一些,长方形计算得分率略好于正方形,正方体计算得分率略好于长方体。
数据整理与概率统计部分是随班就读学生掌握的最好的一部分,作统计图的得分比根据统计图回答问题都高出6-7个百分点。
Mathematics ability is one of the necessary ability for students in the study. The project-learning in the regular class provides many students with mild mental retardation an opportunity to learn in the regular class. This research is to explore the mathematic ability of the mild retardation students learning in regular class from 3-5 grades, analyze their learning effects, tentatively know how much knowledge in current teaching material in regular they can master, find out the gap in mathematic ability between the students with mild mental retardation and normal students.
244 test papers of students with mild mental retardation, 582 test papers of normal students are collected. According to the shanghai mathematics curriculum project for primary and junior school, these knowledge are divided into four parts: Numbers, Digits and Calculation, Equation and algebra, Geometry and Figure and Data reduction, Statistics and Probability theory. And then analyze them.
This research has the results as follows: students with mild mental retardation from 3-5 grades have difficulties in learning mathematics curriculum. There is an obvious difference in mathematics ability among these students.
Numbers, Digits and Calculation: goal average is about 0.15. The knowledge points which are close to the real life are easy to master for these students. Problem of one-step are better solved than the problems of two or three—steps. In general, goal average will increase by the rise of the grade.
Equation and algebra: goal average is 0.27, which is one of the highest parts. Students do good in solution of equation, do weak in equation problems.
Geometry and Figure: unit conversion for long measure has the highest goal average, and most of the knowledge points are above 0.10. Knowledge about parallelism and vertical are mastered well. The calculation for rectangle is better than that for square, the calculation for cube is better than that for cuboids.
Data reduction, Statistics and Probability theory: students got 6-7%higher points of plotting than answering the questions according to the chart, and this part also got the highest average point.
引文
1、曹才翰,蔡金法:《中学数学教育学概论》,北京,北京师范大学出版社,1990:50。
2、陈云英等:《中国特殊教育学基础》,北京,教育科学出版社,2004:429-430。
3、高亚兵:弱智儿童识记训练的实验研究.中国特殊教育,1998(2):7-12。
4、郭海英,贺敏,金瑜:《轻度智力落后学生认知能力的研究》,中国特殊教育,2005(3):45-48。
5、华国栋:《实施差异教学,提高随班就读质量》,中国特殊教育,2006(12):9-12。
6、华国栋:《残疾儿童随班就读现状及发展趋势》,教育研究,2003(2):65-69。
7、黄兴云,彭新花:《智力残疾儿童随班就读数学课堂教学探讨》,现代特殊教育,2001(3):21-22。
8、J.皮亚杰,B.英海尔德著.吴福元译:《儿童心理学》,北京,商务印书馆,1980:59-66。
9、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。
10、李泽慧,周珉:《对随班就读教师差异教学能力构成的分析》,中国特殊教育,2009(1):25-32。
11、刘春玲,咎飞,陈建军:《随班就读弱智学生学习适应情况的初步分析》,现代康复,2001(12):36-37。
12、林崇德:《学习与发展--中小学生心理能力发展与培养》,北京:北京师范大学出版社,1991:34-36。
13、林于萍:《智力落后儿童形状知觉特点的实验研究》,中国特殊教育,1998(3):2-9。
14、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。
15、谭瑞,李汉:《小学生数学能力结构探讨》,心理学报,1990,(1):41-46。
16、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。
17、孙家驹,闫新中,李新成,陈琦:《关于轻度智力残疾生的智力、自我监控能力和学习适应性行为的调查研究》,现代特殊教育,2000(3):34-36。
18、王权:《现代因素分析》,杭州,杭州大学出版社,1993:45-47。
19、王顺妹:《弱智儿童与正常儿童数概念发展水平的比较研究》,中国特殊教育,2003(1):65-70。
20、肖非:《中国的随班就读:历史.现状.展望》,中国特殊教育,2005(3):3-7。
21、肖非:《美国智力落后儿童教育的几个特点》。
22、于素红:《普通学校随班就读学生的课程建设》,中国特殊教育,2005(4):56-59。
23、于素红:《一个随班就读学生的个案调查》,中国特殊教育,2004(6):83-86。
24、张辅:《上海与美国加州小学数学期望课程的比较研究》,2007。
25、张硕:《数学能力比较研究》,甘肃教育学院学报(自然科学版),2000(1):68-720
26、朱声华,胡彩红:《提高轻度智力落后学生应用题解题正确率的研究》,中国特殊教育,2008(3):11-16。
27、朱友涵,孙桂民:《中度弱智学生数学教育训练状况的调查研究》,中国特殊教育,2005(3):40-44。
28、周卫,汤盛钦,梅仲荪:《美国有特殊教育需要学生的随班就读及启示》,上海教育科研,1997(1):41-46。
29、Baker,E.T.,Wang,M.C.&Walberg,H.J:《The effects of inclusion on learning》,Educational Leadership,1995(4):33-350
30、Erin Caffrey,Douglas Fuchs:《Differences in mathematics performance between students with learning disabilities and students with mild retardation》,Exceptional Children,1994(6):119-128。
31、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):570-581。
32、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。
33、Gronna Sarah 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。
34、MacMillan,D.Siperstein,G.&Gresham,F.:《A challenge to the viability of mild mental retardation as a diagnostic category》,Exceptional Children,1996(62):356-371。
2、陈云英等:《中国特殊教育学基础》,北京,教育科学出版社,2004:429-430。
3、高亚兵:弱智儿童识记训练的实验研究.中国特殊教育,1998(2):7-12。
4、郭海英,贺敏,金瑜:《轻度智力落后学生认知能力的研究》,中国特殊教育,2005(3):45-48。
5、华国栋:《实施差异教学,提高随班就读质量》,中国特殊教育,2006(12):9-12。
6、华国栋:《残疾儿童随班就读现状及发展趋势》,教育研究,2003(2):65-69。
7、黄兴云,彭新花:《智力残疾儿童随班就读数学课堂教学探讨》,现代特殊教育,2001(3):21-22。
8、J.皮亚杰,B.英海尔德著.吴福元译:《儿童心理学》,北京,商务印书馆,1980:59-66。
9、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。
10、李泽慧,周珉:《对随班就读教师差异教学能力构成的分析》,中国特殊教育,2009(1):25-32。
11、刘春玲,咎飞,陈建军:《随班就读弱智学生学习适应情况的初步分析》,现代康复,2001(12):36-37。
12、林崇德:《学习与发展--中小学生心理能力发展与培养》,北京:北京师范大学出版社,1991:34-36。
13、林于萍:《智力落后儿童形状知觉特点的实验研究》,中国特殊教育,1998(3):2-9。
14、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。
15、谭瑞,李汉:《小学生数学能力结构探讨》,心理学报,1990,(1):41-46。
16、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。
17、孙家驹,闫新中,李新成,陈琦:《关于轻度智力残疾生的智力、自我监控能力和学习适应性行为的调查研究》,现代特殊教育,2000(3):34-36。
18、王权:《现代因素分析》,杭州,杭州大学出版社,1993:45-47。
19、王顺妹:《弱智儿童与正常儿童数概念发展水平的比较研究》,中国特殊教育,2003(1):65-70。
20、肖非:《中国的随班就读:历史.现状.展望》,中国特殊教育,2005(3):3-7。
21、肖非:《美国智力落后儿童教育的几个特点》。
22、于素红:《普通学校随班就读学生的课程建设》,中国特殊教育,2005(4):56-59。
23、于素红:《一个随班就读学生的个案调查》,中国特殊教育,2004(6):83-86。
24、张辅:《上海与美国加州小学数学期望课程的比较研究》,2007。
25、张硕:《数学能力比较研究》,甘肃教育学院学报(自然科学版),2000(1):68-720
26、朱声华,胡彩红:《提高轻度智力落后学生应用题解题正确率的研究》,中国特殊教育,2008(3):11-16。
27、朱友涵,孙桂民:《中度弱智学生数学教育训练状况的调查研究》,中国特殊教育,2005(3):40-44。
28、周卫,汤盛钦,梅仲荪:《美国有特殊教育需要学生的随班就读及启示》,上海教育科研,1997(1):41-46。
29、Baker,E.T.,Wang,M.C.&Walberg,H.J:《The effects of inclusion on learning》,Educational Leadership,1995(4):33-350
30、Erin Caffrey,Douglas Fuchs:《Differences in mathematics performance between students with learning disabilities and students with mild retardation》,Exceptional Children,1994(6):119-128。
31、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):570-581。
32、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。
33、Gronna Sarah 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。
34、MacMillan,D.Siperstein,G.&Gresham,F.:《A challenge to the viability of mild mental retardation as a diagnostic category》,Exceptional Children,1996(62):356-371。