Abstract: The present study observed and analyzed the communication about mathematics problem-solving of twenty-six high-and low-achieving students and their parents to explore the difference of parent- child communication between high- and low-achieving students. The results showed that: 1)There were more positive communicating behaviors and there were less negative communicating behaviors in parent-child communication of high-achieving students. 2)Second order cognitive holding power of high-achieving students was stronger than low-achieving students, while the first order cognitive holding power and emotional stress were weaker than high-achieving students. 3)Some negative communicating behaviors positively correlated with children′s first order cognitive holding power and emotional stress, and there were negative correlation between first order cognitive holding power and rate of correct suggestion.

Key words: parent-child communication, cognitive holding power, emotional stress, high-achieving student, low-achieving student

摘要： 研究对优生、差生与其父母围绕数学问题解决而展开的沟通过程进行观察,并采用量表法测量其感受到的认知和情绪压力,以考察两变量之间的关系及优、差生在两者得分上的差异。结果发现：（1）优生无论在沟通行为次数上,还是在沟通行为类型上都表现出一些积极特征;（2）优生的二级认知压力显著高于差生,一级认知压力和情绪压力显著低于差生;（3）督促、指责等消极沟通行为都与一级认知压力和情绪压力存在正相关,而积极沟通行为,如方法指导等则与一级认知压力、情绪压力呈显著负相关;一级认知压力与正确提议比例之间存在显著负相关。

关键词: 亲子沟通, 认知压力, 情绪压力, 优生, 差生