Areepattamannil Shaljan, Caleon Imelda S
Centre for International Comparative Studies, National Institute of Education, Nanyang Technological University, Singapore.
J Genet Psychol. 2013 Sep-Dec;174(5-6):696-702. doi: 10.1080/00221325.2013.799057.
The authors examined the relationships of cognitive (i.e., memorization and elaboration) and metacognitive learning strategies (i.e., control strategies) to mathematics achievement among 15-year-old students in 4 high-performing East Asian education systems: Shanghai-China, Hong Kong-China, Korea, and Singapore. In all 4 East Asian education systems, memorization strategies were negatively associated with mathematics achievement, whereas control strategies were positively associated with mathematics achievement. However, the association between elaboration strategies and mathematics achievement was a mixed bag. In Shanghai-China and Korea, elaboration strategies were not associated with mathematics achievement. In Hong Kong-China and Singapore, on the other hand, elaboration strategies were negatively associated with mathematics achievement. Implications of these findings are briefly discussed.
作者研究了认知学习策略（即记忆与精细化）和元认知学习策略（即控制策略）与4个高绩效东亚教育体系（中国上海、中国香港、韩国和新加坡）中15岁学生数学成绩之间的关系。在所有4个东亚教育体系中，记忆策略与数学成绩呈负相关，而控制策略与数学成绩呈正相关。然而，精细化策略与数学成绩之间的关联则好坏参半。在中国上海和韩国，精细化策略与数学成绩无关。另一方面，在中国香港和新加坡，精细化策略与数学成绩呈负相关。本文简要讨论了这些研究结果的意义。
