CAJ | 학술논문

引入Alexander领域知识概念形成数学学科领域知识,以七年级有理数单元为研究材料,编写问卷和E-Prime实验程序,筛选60名初中生为被试,考察数学学科领域知识和学业成绩对工作记忆广度的影响。研究发现：（1）学优生的认知过程知识和问题条件知识显著高于学困生,而学理内容知识差异不显著;（2）在简单加工任务上,学优生和学困生工作记忆广度差异不显著。在复杂任务上,学优生的工作记忆广度都显著高于学困生;（3）当工作记忆广度任务中存储部分的词语和数学学科领域知识相关时,问题条件知识分数和认知过程分数能够显著地预测工作记忆广度。而不相关时,仅问题条件知识分数能够显著地预测工作记忆广度。
인입Alexander영역지식개념형성수학학과영역지식,이칠년급유리수단원위연구재료,편사문권화E-Prime실험정서,사선60명초중생위피시,고찰수학학과영역지식화학업성적대공작기억엄도적영향。연구발현：（1）학우생적인지과정지식화문제조건지식현저고우학곤생,이학리내용지식차이불현저;（2）재간단가공임무상,학우생화학곤생공작기억엄도차이불현저。재복잡임무상,학우생적공작기억엄도도현저고우학곤생;（3）당공작기억엄도임무중존저부분적사어화수학학과영역지식상관시,문제조건지식분수화인지과정분수능구현저지예측공작기억엄도。이불상관시,부문제조건지식분수능구현저지예측공작기억엄도。
This study quoted the domain knowledge into math disciplinary- Disciplinary Domain Knowledge. The study chosen 60 seventh grade students as participants. According to rational number unit, disciplinary domain knowledge test and behavior experiment procedure be produced. The aim of this study is to investigate how disciplinary domain knowledge and mathematical achievement influence on working memory span. The results are as follows： first, the difference between poor students and excellent students are significant in procedural knowledge and conditional knowledge. It illustrate poor students can＇ t do well in math not because they don＇t know the knowledge but don＇t know how to use it. Second, adopting the operation span task, working memory span of excellent students is more than poor students, but not significant in simple tasks. In complex- relative, complex-irrelative task, the difference is significant, finally, when storage words is related to math disciplinary, procedural knowledge and conditional knowledge showed a significant prediction on working memory span. when it is not related, conditional knowledge also can be a predictor of working memory span.