数学学习困难学生合作学习的研究--ATI模型.pdfVIP

摘 要 每一个学生都有其自身的学习特点。在传统的教学模式中，一般是根据特定 年龄阶段学生的认知水平和特点采用相应的教学方式。随着教育学和心理学的不 断发展，人们越来越注重学生之间的个体差异。而在特殊教育中，学习困难学生 一直是被公认的异质性非常大的特殊群体。随着随班就读政策的推行，学习困难 学生如何在普通班级的集体学习中获得更好的发展成为教育者们一个需要攻克 的课题。在对学习困难学生的有效教学中，合作学习一直是被倡导的一种教学和 辅导模式。然而，合作学习的方式多种多样，究竟怎样的合作学习方式适合学习 困难学生，能够最大限度地帮助学困生，这就需要通过实验来考证。 本论文采用教育心理学中的 ATI 模型（Aptitude Treatment and Interaction ）对 小学四年级数学学习困难学生所参与的合作学习进行能力倾向水平与合作学习 处置之间交互作用的研究，目的是试图找寻适合数学学习困难学生的合作学习优 化方式。研究结果发现： （一）在组容是3 人的合作学习小组类型中，1 名学习能力倾向高的学生搭 配 2 名学习困难学生的异质组要比其它两种组构类型更适合数困生。 （二）对不同能力倾向水平的合作小组而言，其优化的合作学习方式各有特 征。 （三）对于小学四年级数学学习困难学生的数学学习，教师直接授课的教学 方式要好于样例学习。 关键词：数学学习困难；ATI 模型；能力倾向；合作学习；元认知 Abstract Every student has own learning character .With the development of education and psychology, people pay more and more attention to the individual discrepancy. As educable children with special need, more and more children with learning disability (LD) go to regular classroom to accept education within the trend of inclusion. In order to let the children with special needs get effective individualized instruction, the techniques of tutoring become a challenge issue in the special education. Cooperative learning is an effective method for LD. However, there are many modes in cooperative learning. Which kind of cooperative learning fits LD? That needs experiment research. This dissertation applies the aptitude-treatment interaction theory into the cooperative learning which the children with arithmetic and mathematics disability (MD) from grade 4 take part in, in order to find the interaction between aptitude of cooperative team and mode of cooperative learning. In other words, the study tries to use ATI model to find the optimum mode of cooperative learning for the children with arithmetic and mathematics disability. According to the study, we ca