小学学习不良儿童对言语交际策略的理解与运用

[Abstract] Verbal communication strategy (VCS) refers to a programmed knowledge applied by individuals to understand and express intentions via language symbols in their realization of communicative objectives according to social conventions. As an important index of social development, verbal communication strategy has provided a new perspective for social skill studies. However, more work has to be done in the investigation of LD children’s VCS developmental pattern and affecting mechanism. Through contextual test, structured interview and role-play, the present study, by adopting integrated measurements of instrumental and interpersonal effectiveness, explored the developmental characteristics of Chinese learning-disabled primary school children across 3-6th grades at both comprehension and application levels. Then, their social perspective-taking performance and verbal retelling competence of each participant were examined, on the basis of which, path analysis was conducted, with social perspective-taking, verbal retelling and verbal communication strategy comprehension as independent variables, to reveal the inner mechanism affecting LD children’s application of verbal communication strategy. Finally, an intervention study was carried out through a combination of polite request strategy understanding lessons and social perspective-taking training dramas. The results indicate that:(1) No significant grade differences were found in LD group for polite request strategy, while significant differences were reported across different grades of non-LD children. For indirect reply strategy, significant grade and gender differences were found among LD children, but the developmental trajectory between the two groups was different. For both polite request and indirect reply strategies, the strategy comprehension level of LD children was significantly lower than those without learning disabilities. (2) No significant grade and gender differences were found in LD group in their application of polite request strategy, while for non-LD children, significant differences were reported across different grades. For indirect reply strategy, both LD and non-LD groups exhibited similar developmental characteristics. Significant group differences only exist in the over-all application level of polite request strategies, not in indirect reply strategies. However, the differences of the latter between the two groups were found at significant level only among the 11-12 year olds. (3) LD children’s perspective-taking and verbal retelling competence were significantly lower than those of non-LD group. For polite request strategy, the influence of social perspective-taking to strategy application was indirect and must be via strategy comprehension, while for indirect reply strategy, strategy comprehension was found to play as a partial mediator between social perspective-taking and strategy application. The influence of verbal retelling to strategy application was indirect on both types of strategies. (4) LD children’s strategy comprehension and social perspective-taking level can be improved, and the improvement of these two competences has significant positive impact on the increase of their strategy application level. Key Words: learning disabilities, verbal communication strategy, social perspective- taking

平面几何问题解决过程中的元认知实验研究

This study was based on the cognitive-metacognitive model of mathematical problem solving established by Lester & Garofalo(1985). The method of protocal analysis was used and 19 excellent students(9 male and 10 female) & 19 learning-disabled students(11 male and 8 female) in middle school(grade 3)were tested and interviewed during they solved plane geometry problems. The main results showed as follows: (1) There was a significant difference between excellent students and learning-disabled students on time-assignment when they solved plane geometry problems. Excellent students used more time on phase organization and less time on phase execution. There was no difference on phases orientation and verification. (2) Excellent students showed higher metacognitive level than learning-disabled students. The deference existed in phases orientation and organization. Excellent students reported more metacognitive sentences in phases orientation and organization than learning-disabled students. They had more self-awareness and goal-awareness. They had more "knowledge about what they know" and "knowledge about what they should use". They designed more globle goal and subgoals and made more self-evaluation. (3) Both the excellent students' and learning-disabled students' self-checking level should be improved.

计算机环境下的呈现方式对学生样例学习的影响

This study designed tow experiments to explore the effect of two presentation forms(liner presentation and concept-map navigation presentation)on the student's learning process. Using the method of protocal analysis and the learning path records of these students, the author of this paper further analysed the information-processing process of these students. The main results showed as follows: (1) In the initial study phase, the main effects of both the presentation form and the learner type were obvious, and the interaction effect of these two variables was also obvious. Contrasting with the liner presentation form, the concept map navigation form interfered with the learning process of the student, especially the learning-disabled students. (2) There was a significant difference between excellent students and learning-disabled learning-disabled on self explanations amount. Excellent students produced more self- explanations than learning-disabled students, especially on two phases of learning from the the example and the conclusion. (3) Under the same learning path, the main effect of the learner type variable was obvious, the main effect of the presentation form and interaction effect of these two variables weren't obvious. But the liner presentation grouped still acquired a better result than the concept-map navigation presentation groupe.