CAJ | 학술논문

掌握学习策略是提高学习质量与效率的重要途径．采用自编的有较高信、效度的“小学数学学习策略评估调查表”，对苏州、无锡两地6所小学共788名小学生进行测查，结果表明：（1）小学生数学学习策略的掌握水平不够理想，策略总体为3.45分，其中元认知策略（3.65分）发展显著高于认知策略（3.57分）和寻求支持策略（2.77分）．（2）小学数学学习策略在性别、学校水平上均有显著的差异，女生的策略总水平显著高于男生；好学校学生的策略水平显著高于一般学校．“年级与学校”交互作用明显，好学校的策略发展早、起点高，发展呈倒 V 型，而一般学校的策略发展滞后、起点偏低，发展呈V型，到六年级才与好学校持平．（3）寻求支持策略中的他助策略（3.11分）显著高于自助策略（2.33分）．其中好学校的他助策略、自助策略均显著高于一般学校，两类学校的自助策略水平均处在“我多数不这样”和“我有时候这样”之间，情况堪忧．
장악학습책략시제고학습질량여효솔적중요도경．채용자편적유교고신、효도적“소학수학학습책략평고조사표”，대소주、무석량지6소소학공788명소학생진행측사，결과표명：（1）소학생수학학습책략적장악수평불구이상，책략총체위3.45분，기중원인지책략（3.65분）발전현저고우인지책략（3.57분）화심구지지책략（2.77분）．（2）소학수학학습책략재성별、학교수평상균유현저적차이，녀생적책략총수평현저고우남생；호학교학생적책략수평현저고우일반학교．“년급여학교”교호작용명현，호학교적책략발전조、기점고，발전정도 V 형，이일반학교적책략발전체후、기점편저，발전정V형，도륙년급재여호학교지평．（3）심구지지책략중적타조책략（3.11분）현저고우자조책략（2.33분）．기중호학교적타조책략、자조책략균현저고우일반학교，량류학교적자조책략수평균처재“아다수불저양”화“아유시후저양”지간，정황감우．
To master learning strategy is an important way to improve the quality and efficiency of learning.In this study,we used self made scale “Primary Mathematics learning strategy”to check six primary schools in a total of 788 students in Suzhou and Wuxi.The results showed that:(1) The mastery level of the math learning strategies are not ideal, the average of strategy overall is 3.45 points, the metacognitive strategies (3.65 points) was significantly higher than the cognitive strategies (3.57 points) and seeking support strategy (2.77 points). (2) There were significant differences in gender and school level, girls’strategy level was significantly higher than boys’;Good Schools’ strategy level was significantly higher than the general schools’. The interaction of Grade and school was obvious, the good ones have an early development of a high starting point which showed an inverted V-shaped, while the general lags behind with lower starting point which showed an V-shaped, Flat with good schools till Sixth grade. (3) In Seeking support strategies, help strategy (3.11 points) was significantly higher than the self-help strategies (2.33 points). Good schools’ help strategy and self-help strategies were significantly higher than the general school, the self-help strategies of the two types were both between“I mostly do not”and“I sometimes”, this situation is worrying.