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儿童读写和算术问题解决模式。

Patterns of problem-solving in children's literacy and arithmetic.

机构信息

Division of Psychology, Nottingham Trent University, Nottingham, UK.

出版信息

Br J Dev Psychol. 2009 Nov;27(Pt 4):815-34. doi: 10.1348/026151008x383148.

Abstract

Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years I and 2 on the arithmetic (addition and subtraction) than literacy-based tasks (reading and spelling). However, across all four tasks, the children showed a tendency to move from less sophisticated procedural-based strategies, which included phonological strategies for reading and spelling and counting-all and finger modellingfor addition and subtraction, to more efficient retrieval methods from Years I to 2. Distinct patterns in children's problem-solving skill were identified on the literacy and arithmetic tasks using two separate cluster analyses. There was a strong association between these two profiles showing that those children with more advanced problem-solving skills on the arithmetic tasks also showed more advanced profiles on the literacy tasks. The results highlight how different-aged children show flexibility in their use of problem-solving strategies across literacy and arithmetical contexts and reinforce the importance of studying variations in children's problem-solving skill across different educational contexts.

摘要

对 5 至 7 岁儿童在一系列读写(阅读和拼写)和算术(加法和减法)问题解决任务中的问题解决模式进行了研究,使用口头自我报告来监测策略选择。结果表明,在一年级和二年级的算术(加法和减法)任务中,儿童的策略选择变化程度高于基于读写(阅读和拼写)的任务。然而,在所有四项任务中,儿童都表现出从一年级到二年级从不太复杂的基于程序的策略(包括阅读和拼写的语音策略以及加法和减法的全部数数和手指建模策略)向更有效的检索方法转变的趋势。使用两个单独的聚类分析在读写和算术任务中确定了儿童问题解决技能的不同模式。这两个轮廓之间存在很强的关联,表明在算术任务中具有更先进问题解决技能的儿童在读写任务中也表现出更先进的轮廓。结果强调了不同年龄段的儿童如何在读写和算术背景下灵活运用问题解决策略,并强调了在不同教育背景下研究儿童问题解决技能差异的重要性。

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