学习困难学生排除理解障碍的实验研究

心理发展与教育 ›› 2004, Vol. 20 ›› Issue (3): 81-85.

学习困难学生排除理解障碍的实验研究

李伟健

浙江师范大学心理研究所暨心理学系, 浙江, 金华, 321004

出版日期:2004-07-15 发布日期:2004-07-15
作者简介:李伟健,男,(1962- ),浙江东阳人,浙江师范大学心理学系教授,硕导.lwj28@21cn.com
基金资助:
教育部全国教育科学"九五"规划青年专项重点项目资助.

An Experimental Study on the Debugging Strategies in Reading Comprehension of the Students With Learning Disabilities

LI Wei-jian

Department of Psychology, Zhejiang Normal University, JingHua 321004

Online:2004-07-15 Published:2004-07-15

摘要/Abstract

摘要： 选取62名学习困难学生和63名优生为被试,以回视作为阅读元认知调节的指标,对学习困难学生的排除理解障碍策略的应用进行了实验研究。结果表明:(1)学习困难学生的回视可分三种类型,即记忆型、理解型和检查型回视;(2)在有无元认知回视上,优差生之间存在十分显著的差异,优生具有更多的元认知回视;(3)元认知回视组的成绩十分显著地优于记忆型回视组及无回视组。

关键词: 学习困难学生, 阅读理解, 元认知调节, 回视

Abstract: With the looking-back behavior as an index of metacognition level,the differences of the debugging strategies in reading comprehension between excellent readers and poor readers were examined.62 excellent readers and 63 poor readers were selected from elementary schools,junior high school and senior high school.The results showed that there were three types of looking-back behavior:mnemonic looking-back behavior,comprehending looking-back behavior and examining looking-back behavior;Excellent readers indicated much more metacognitive looking-back behavior than poor readers;Students in metacognitive looking-back behavior group got higher scores in reading comprehension than students with mnemonic looking-back behavior and students without looking-back behavior.

Key words: learning disabilities, reading comprehension, looking-back behavior, metacognition

中图分类号:

G442

李伟健. 学习困难学生排除理解障碍的实验研究[J]. 心理发展与教育, 2004, 20(3): 81-85.

LI Wei-jian. An Experimental Study on the Debugging Strategies in Reading Comprehension of the Students With Learning Disabilities[J]. Psychological Development and Education, 2004, 20(3): 81-85.

参考文献

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