儿童思维策略训练模式的实验研究
摘要
思维是智力和能力的核心成分，而智力和能力水平直接影响到能否成功地解决某种问题(或完成任务)。因此培养和发展学生的思维能力有着十分重要的意义。关于思维能力的培养问题，过去在理论上谈得比较多，在实践中缺少具体可操作的方法。我们把思维能力的发展看作是运用思维策略水平的发展。思维策略水平的提高就表明思维能力得到发展。策略是一种用来思考问题的比较抽象的、通用的思想方法。我们通过归纳总结出关于思维策略的知识(即策略性知识)，然后传授给学生，学生理解和掌握了这种策略性知识，遇到某个问题，自然地运用某个策略去解决。达到这一水平，学生的思维能力就得到提高。我们认为通过思维策略知识的传授和相应的一系列使用所学策略的训练，达到纯熟运用的程度和广泛迁移的程度，这是我们培养学生思维能力的出发点和归宿。
从这一理论出发，西南师大博士生导师张庆林教授提出了思维策略训练的可操作模式：策略感悟，策略尝试，策略归纳，策略运用，策略迁移，策略巩固六阶段思维训练的课堂操作模式，并提出了思维策略训练应遵循的五大原则。在全面遵循思维策略训练原则下，我们在思维训练中运用课题组编写的思维训练教材结合学科教学，采用六阶段思维训练的课堂操作模式，在柳州市的六所小学进行了两年实验。
实验采用随机抽样的方法、实验班和对照班同质，最后选取两所在实验中各方面都控制得比较好的学校，作为论文数据的采集对象。运用双样本方差分析，双样本假设、差异显著性检验等几种统计方法，分析了六阶段思维策略训练的课堂操作模式对学生思维能力、创新意识、学习成绩的影响。实验研究结果发现，实施该模式的结果能使学生的学习成绩大面积得到提高，学生的写作能力有了很大提高，学生的创造性思维能力增强，学生的学习能力增强，学生的智力水平有了明显提高，并有助于学生形成良好的个性品质。通过该模式实验，可以为我们提供以下经验：思维训练在小学低年级的训练效果较高年级显著，因此在小学开展思维训练最好从低年级开始；思维策略训练对学生的思维能力的提高具有明显的促进作用；思维训练与学科知识相结合，效果优于单纯的思维训练；思维训练与培养非智力因素结合，能提高思维训练的实效性；思维训练要特别重视学生主体作用的发挥；但该模式还存在许多不足，有待进一步改进。首先，思维训练的模式有些僵化，容易限制教师的创造性的发挥；其次是训练的教材本身也存在着一定的问题。第三，训练模式的具体环节的教学安排上也有不足。第四，实验没有充分照顾个别差异，因此实验对后进生的作用不够明显。针对这些不足，不断改进该模式，使之面向全体，更有利于全体学生思维的发展是我们努力的目标。
Thinking ability is the key component of human beings' intelligence and general ability. To be able to solve problems (or finish tasks) depends largely on the level of someone's intelligence and general ability. So it appears to be very important to develop students' thinking ability. However, as far as developing thinking ability is concerned in the past, more work has been done on developing the theories than seeking methods for putting them into use.
If we consider that development of thinking ability is development of someone's ability of using thinking strategy, we will see that improvement in his or her level of thinking strategy can result in an improvement of his or her thinking ability. Thinking strategy is often thought as an abstract but common thinking solution in working out problems. Knowledge about thinking strategy (strategy knowledge) can be generalized by induction and then taught to the students. The purpose is therefore to get the students to be familiar with this knowledge and then to use it skillfully and extensively. When facing a problem, if the students demonstrate the ability to use some strategy to deal with it correctly, we can then say that the students' thinking ability has been improved. So it is our origin and final aim to develop students' thinking ability by teaching them knowledge of thinking strategy and training them in using it through a series of practice focusing on enabling them to apply and transfer this strategy co
nfidently and extensively.
Based on this idea, we have developed a model for the training of strategy, which can be used in classroom teaching and learning. It consists of six stages, which are sense of strategy, test of strategy, induction of strategy, application of strategy, transfer of strategy and consolidation of strategy. In addition to this model, we also develop five principles that should be obeyed in the training of thinking strategy.
Under the guidance of these five principles, we have carried out a series of experiments on developing thinking strategy in six primary schools in Liuzhou, China over two years, using the model mentioned above. Training
material was written by the study group, which was integrated into subject teaching. Target classes were chosen randomly in each school. Studies were carried out by comparing these classes and normal classes, Final data for the report was collected from two schools that had better control in all respects during the experiment. The analysis of how the training model influenced the students' thinking ability, creativity and study performance is done by using a few statistical methods including analysis of double samples' variance, supposition of double sampling, testing of significant difference.
The experiment showed that after the training model, students' study performance has been greatly improved, especially in their written ability. There is a huge difference between the subject classes and normal classes. The students' study ability and creative thinking ability have been strengthened and their intelligence quality has been improved significantly. Besides all these, it also helps developing the students' personality.
We also found that thinking training has better effect on younger students than older ones. So it is recommended that thinking training should be carried out from lower grade classes in primary schools.
It was also shown that thinking strategy training can greatly improve students' thinking ability, that integrating the thinking training with subject knowledge learning has better effect than mono thinking training, that integrating the thinking training with the development of non-intelligence factors can help achieve the aim and that special attention should be paid to the thinking ownership of the students in the training.
Also we found some disadvantages in our training model. First, this thinking training model is not flexible enough to encourage teachers' creativity in contributing to the project. Second, there are some problems with the training material. Third
从这一理论出发，西南师大博士生导师张庆林教授提出了思维策略训练的可操作模式：策略感悟，策略尝试，策略归纳，策略运用，策略迁移，策略巩固六阶段思维训练的课堂操作模式，并提出了思维策略训练应遵循的五大原则。在全面遵循思维策略训练原则下，我们在思维训练中运用课题组编写的思维训练教材结合学科教学，采用六阶段思维训练的课堂操作模式，在柳州市的六所小学进行了两年实验。
实验采用随机抽样的方法、实验班和对照班同质，最后选取两所在实验中各方面都控制得比较好的学校，作为论文数据的采集对象。运用双样本方差分析，双样本假设、差异显著性检验等几种统计方法，分析了六阶段思维策略训练的课堂操作模式对学生思维能力、创新意识、学习成绩的影响。实验研究结果发现，实施该模式的结果能使学生的学习成绩大面积得到提高，学生的写作能力有了很大提高，学生的创造性思维能力增强，学生的学习能力增强，学生的智力水平有了明显提高，并有助于学生形成良好的个性品质。通过该模式实验，可以为我们提供以下经验：思维训练在小学低年级的训练效果较高年级显著，因此在小学开展思维训练最好从低年级开始；思维策略训练对学生的思维能力的提高具有明显的促进作用；思维训练与学科知识相结合，效果优于单纯的思维训练；思维训练与培养非智力因素结合，能提高思维训练的实效性；思维训练要特别重视学生主体作用的发挥；但该模式还存在许多不足，有待进一步改进。首先，思维训练的模式有些僵化，容易限制教师的创造性的发挥；其次是训练的教材本身也存在着一定的问题。第三，训练模式的具体环节的教学安排上也有不足。第四，实验没有充分照顾个别差异，因此实验对后进生的作用不够明显。针对这些不足，不断改进该模式，使之面向全体，更有利于全体学生思维的发展是我们努力的目标。
Thinking ability is the key component of human beings' intelligence and general ability. To be able to solve problems (or finish tasks) depends largely on the level of someone's intelligence and general ability. So it appears to be very important to develop students' thinking ability. However, as far as developing thinking ability is concerned in the past, more work has been done on developing the theories than seeking methods for putting them into use.
If we consider that development of thinking ability is development of someone's ability of using thinking strategy, we will see that improvement in his or her level of thinking strategy can result in an improvement of his or her thinking ability. Thinking strategy is often thought as an abstract but common thinking solution in working out problems. Knowledge about thinking strategy (strategy knowledge) can be generalized by induction and then taught to the students. The purpose is therefore to get the students to be familiar with this knowledge and then to use it skillfully and extensively. When facing a problem, if the students demonstrate the ability to use some strategy to deal with it correctly, we can then say that the students' thinking ability has been improved. So it is our origin and final aim to develop students' thinking ability by teaching them knowledge of thinking strategy and training them in using it through a series of practice focusing on enabling them to apply and transfer this strategy co
nfidently and extensively.
Based on this idea, we have developed a model for the training of strategy, which can be used in classroom teaching and learning. It consists of six stages, which are sense of strategy, test of strategy, induction of strategy, application of strategy, transfer of strategy and consolidation of strategy. In addition to this model, we also develop five principles that should be obeyed in the training of thinking strategy.
Under the guidance of these five principles, we have carried out a series of experiments on developing thinking strategy in six primary schools in Liuzhou, China over two years, using the model mentioned above. Training
material was written by the study group, which was integrated into subject teaching. Target classes were chosen randomly in each school. Studies were carried out by comparing these classes and normal classes, Final data for the report was collected from two schools that had better control in all respects during the experiment. The analysis of how the training model influenced the students' thinking ability, creativity and study performance is done by using a few statistical methods including analysis of double samples' variance, supposition of double sampling, testing of significant difference.
The experiment showed that after the training model, students' study performance has been greatly improved, especially in their written ability. There is a huge difference between the subject classes and normal classes. The students' study ability and creative thinking ability have been strengthened and their intelligence quality has been improved significantly. Besides all these, it also helps developing the students' personality.
We also found that thinking training has better effect on younger students than older ones. So it is recommended that thinking training should be carried out from lower grade classes in primary schools.
It was also shown that thinking strategy training can greatly improve students' thinking ability, that integrating the thinking training with subject knowledge learning has better effect than mono thinking training, that integrating the thinking training with the development of non-intelligence factors can help achieve the aim and that special attention should be paid to the thinking ownership of the students in the training.
Also we found some disadvantages in our training model. First, this thinking training model is not flexible enough to encourage teachers' creativity in contributing to the project. Second, there are some problems with the training material. Third
引文
[1] 邵志芳·思维心理学，华东师范大学出版社，2001年2月
[2] 张庆林主编·当代认知心理学在教学中的应用，西南师范大学出版社，1999年
[3] 张庆林主编·思维训练教师使用手册·(部使用材料，1999年11月
[4] 申继亮·论成人思维的发展变化·北京师范大学学报(社科版)，1993年1月；15
[5] 方富喜等·12岁儿童充分条件假言推理能力发展的个体差异研究·心理学报。200年3月；269
[6] 张庆林、徐展·幼儿认知研究方法·西南师大学报(哲学版)；1997年6月；51
[7] 童世斌、张庆林·问题解决中的元认知研究·心理学动态，1997、1；36
[8] 汪惠萱、尹丽君·提高小学教师素质促进学生思维品质发展·心理发展与教育，1998年1月
[9] 朱智贤·关于思维心理研究的几个基本问题·北京师范大学学报，1984年1月
[10] 王家俊、沃建中·小学课堂教学灵活性发展的研究·心理学报，1993年4月
[11] 蒯超英·学习策略．湖北教育出版社，1999年
[12] 黄旭·再论学习策略的教学问题·教育评价，1993年第五期
[13] 吴锡改·论培养和发展学生的认知能力·中国教育学刊，1996年第五期
[14] 钱含芬、王克琏主编·学习策略训练·安徽大学出版社，1998年
[15] 颜延·中小学生的认知风格研究．南京师大学报(社科版)，1997年第一期
[16] 邵瑞珍·教育心理学·上海教育出版社，1998年
[17] 雅克·德洛尔．教育—财富蕴藏其中(中译本)·教育科学出版社，1997年
[18] 朱智贤·心理学文选·人民教育出版社，1989年
[19] 程立国主编·儿童发展心理学·福建教育出版社，1997年
[20] 白学军主编·智力心理学的研究进展·浙江人民出版社，1996年
[21] 上海教育出版社编著·小学生智力发展初探·上海教育出版社，1981年
[22] 朱智贤、林崇德·思维发展心理学·北京师大出版社，1984年
[23] 赵裕春主编·小学生数学能力的测查与评价·教育科学出版社，1990年
[24] 韦世祯等主编·现代心理学·新华出版社，1999年
[25] 李维主编·小学儿童教育心理学·高等教育出版社，1996年
[26] 施良方著·学习论—学习心理学的理论与原理·人民教育出版社，1992年
[27] 王苏、汪安圣主编·认知心理学·北京大学出版社，1992年
[28] 宋杰、朱月妹编译·小儿智能发育检查·上海科学技术出版社，1985年
[29] 皮连生主编·学与教的心理学·华东师大出版社，1997年
[30] 解荣华·小学数学知识结构与教学指导·吉林教育出版社，2000年
[31] 许政援等编著·儿童发展心理学·吉林教育出版社，1987年
[2] 张庆林主编·当代认知心理学在教学中的应用，西南师范大学出版社，1999年
[3] 张庆林主编·思维训练教师使用手册·(部使用材料，1999年11月
[4] 申继亮·论成人思维的发展变化·北京师范大学学报(社科版)，1993年1月；15
[5] 方富喜等·12岁儿童充分条件假言推理能力发展的个体差异研究·心理学报。200年3月；269
[6] 张庆林、徐展·幼儿认知研究方法·西南师大学报(哲学版)；1997年6月；51
[7] 童世斌、张庆林·问题解决中的元认知研究·心理学动态，1997、1；36
[8] 汪惠萱、尹丽君·提高小学教师素质促进学生思维品质发展·心理发展与教育，1998年1月
[9] 朱智贤·关于思维心理研究的几个基本问题·北京师范大学学报，1984年1月
[10] 王家俊、沃建中·小学课堂教学灵活性发展的研究·心理学报，1993年4月
[11] 蒯超英·学习策略．湖北教育出版社，1999年
[12] 黄旭·再论学习策略的教学问题·教育评价，1993年第五期
[13] 吴锡改·论培养和发展学生的认知能力·中国教育学刊，1996年第五期
[14] 钱含芬、王克琏主编·学习策略训练·安徽大学出版社，1998年
[15] 颜延·中小学生的认知风格研究．南京师大学报(社科版)，1997年第一期
[16] 邵瑞珍·教育心理学·上海教育出版社，1998年
[17] 雅克·德洛尔．教育—财富蕴藏其中(中译本)·教育科学出版社，1997年
[18] 朱智贤·心理学文选·人民教育出版社，1989年
[19] 程立国主编·儿童发展心理学·福建教育出版社，1997年
[20] 白学军主编·智力心理学的研究进展·浙江人民出版社，1996年
[21] 上海教育出版社编著·小学生智力发展初探·上海教育出版社，1981年
[22] 朱智贤、林崇德·思维发展心理学·北京师大出版社，1984年
[23] 赵裕春主编·小学生数学能力的测查与评价·教育科学出版社，1990年
[24] 韦世祯等主编·现代心理学·新华出版社，1999年
[25] 李维主编·小学儿童教育心理学·高等教育出版社，1996年
[26] 施良方著·学习论—学习心理学的理论与原理·人民教育出版社，1992年
[27] 王苏、汪安圣主编·认知心理学·北京大学出版社，1992年
[28] 宋杰、朱月妹编译·小儿智能发育检查·上海科学技术出版社，1985年
[29] 皮连生主编·学与教的心理学·华东师大出版社，1997年
[30] 解荣华·小学数学知识结构与教学指导·吉林教育出版社，2000年
[31] 许政援等编著·儿童发展心理学·吉林教育出版社，1987年