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预期是PASS理论中计划系统的重要组成部分。使用自行设计的预期问题单和经验丰富的数学教师提供的针对不同年级小学生的计算题,从难度预期、方法策略预期和效能预期三个方面对数学困难儿童的预期能力进行测评,并与学业正常儿童进行对比。结果发现,预期水平的学业成绩组间存在显著差异,(1)单困组在各预期任务上的得分均显著低于对照组;(2)双困组与对照组除在难度预期上差异不显著外,在其余预期任务上的得分均差异非常显著;(3)单困组与双困组在各预期任务上的差异均不显著。
Expectations are an important part of the planning system in PASS theory. Examine the predictive ability of children with math difficulties from three aspects: difficulty prediction, method strategy expectation and performance expectation, using the self-designed expected questionnaire and the calculation questions for pupils of different grades provided by experienced math teachers, Children compared. The results showed that there was a significant difference between the expected level of academic achievement groups (1) the score of the single distressed group on each expected task was significantly lower than that of the control group; (2) the difference between the double distressed group and the control group was not significant Significantly, the scores on the remaining expected tasks were all significantly different. (3) There was no significant difference in the expected tasks among the single distressed group and the double distressed group.