CAJ | 학술논문

研究采用实验室实验和心理测验的方法，选取小学3～6年级的120名儿童为被试，探讨了数运算过程中策略应用无效性是否存在以及儿童策略获得与发展的基本过程。结果发现：（1）在数运算的解题过程中存在策略应用无效性这一阶段；（2）儿童的认知成绩在策略学习前后基本上呈现为一种先下降后上升然后再下降的曲折模式，而不是简单的线性增长；（3）策略获得的过程包括策略探索、策略领会的初步运用和策略使用的退化三个阶段。
연구채용실험실실험화심리측험적방법，선취소학3～6년급적120명인동위피시，탐토료수운산과정중책략응용무효성시부존재이급인동책략획득여발전적기본과정。결과발현：（1）재수운산적해제과정중존재책략응용무효성저일계단；（2）인동적인지성적재책략학습전후기본상정현위일충선하강후상승연후재하강적곡절모식，이불시간단적선성증장；（3）책략획득적과정포괄책략탐색、책략령회적초보운용화책략사용적퇴화삼개계단。
This study explored the concept of utilization deficiency and the development progressing of strategies. One hundred and twenty primary school students of three to six grade participated in this study. The results showed that the phase of utilization deficiency did exist when children solved problems. After using a strategy, children＇ s cognitive performance decreased firstly, and then, it ascended gradually. Finally, the performance dropped a little again. In generally, the process of strategy acquisition was not linear. The process of strategy acquisition included three stages. They are exploring use, comprehensive use and degeneration of strategy use.