| 聋生计算错误的心理成因与对策 |
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| 引用本文： | 杨定汉,曹坚波.聋生计算错误的心理成因与对策[J].中国特殊教育,1996(3). |
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| 作者姓名： | 杨定汉 曹坚波 |
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| 作者单位： | 浙江省温岭师范特师部，浙江省温岭市聋哑学校 |
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| 摘 要： | 聋生在进行计算时，常常会出现各种错误，其原因是多方面的。本文通过计算错误实例，试从心理角度分析有以下５个原因：１．感知粗略；２．注意力分配能力差；３．强成份因素的影响；４．思维定势干扰；５．短时记忆较弱。笔者认为在计算教学中，教师要注意：１．重视首次感知；２．重视注意力培养；３．注意适时比较，加强针对性练习；４．培养聋生良好学习习惯。可以减少计算错误的发生，提高聋生计算的正确性。
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| 关 键 词： | 计算错误，成因，对策 |
On the Psychological Factors and Countermeasures concerning Arithmetic Mistakes of Deaf Students |
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| Yang Dinghan.On the Psychological Factors and Countermeasures concerning Arithmetic Mistakes of Deaf Students[J].Chinese Journal of Special Education,1996(3). |
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| Authors: | Yang Dinghan |
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| Institution: | Yang Dinghan(Special Education Department of Wenling Normal School in Zhejiang)Cao Jianbo(Wenling Deaf-mute School in Zhejiang) |
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| Abstract: | Deaf students often make different kinds ofmistakes when they are doing arithmetic exercises. The Following are five psychologicalcauses obtained in analysing examples of arithmetic mistakes. (1) Superticial perceptualknowledge; (2) Poor attention; (3) The affection of Forced factor; (4) The disturbance offixed thinking; (5)The weakness of short-timememory. According to this, the author believesthat teachers must pay attention to the following points when they are teaching arithmetic.First, to stress the first perceptual knowledge;Second, to stress the training of attention;Third, to stress proper comparisons andstrengthen special exercises; Fourth, to traindeaf students' good learning habit. If the abovecan be put into use, deaf students may reducemistakes and improve the accuracy of arithmetic. |
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| Keywords: | arithmetic mistakes cause countermeasure |
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