The Cultivation of Primary School Students' Thinking Ability: A Five-year Longitudinal Study

Abstract

Abstract: The present study adopted cross-sequential design, explored the effects of the“Learn to Think”curriculum on primary school student's thinking ability. 164 primary school students from Grade 1 to Grade 3 participanted, They were randomly assigned to experimental and control groups. Experimental group students attended the LTT for four years, and the delayed effects were measured one year after the intervention. Results suggested that: 1)after the intervention, levels of the experimental group students' thinking ability were significantly higher than control group students, and the ascending speed of thinking ability of experimental group students were significantly faster than control group students; 2)On the specific dimensions, experimental group students' inductive reasoning, deductive inference, spatial cognition, analogical reasoning and abstract-generalization ability were significantly higher than control group students. The ascending speed of experimental group students' inductive reasoning, deductive inference, spatial cognition and analogical reasoning ability were significantly faster than control group students; 3)the delayed effects were significant.

Key words: thinking ability, primary school students, longitudinal study, Hierarchical linear model.

摘要： 采用聚合交叉设计，以“学思维”活动课为实验材料，对某小学3个年级164名学生的思维能力进行了四年的培养，并考察了实验效果及延迟效应。结果表明：（1）实验组学生思维能力总体水平及发展的上升速度显著快于控制组学生；（2）实验组学生在归纳推理、演绎推理、空间认知、类比推理和抽象概括能力上显著高于控制组学生，且除了抽象概括能力，其他四项能力的上升速度显著快于控制组学生；（3）延迟效应显著。

关键词: 思维能力, 小学生, 追踪研究, 多层线性模型

CLC Number:

B842.5

Hu Weiping, Liu Jia. The Cultivation of Primary School Students' Thinking Ability: A Five-year Longitudinal Study[J]. Studies of Psychology and Behavior, 2015, 13(5): 648-654.

胡卫平,刘佳. 小学生思维能力的培养：五年追踪研究*[J]. 心理与行为研究, 2015, 13(5): 648-654.

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