论文部分内容阅读
目的研究北京、广东、广西和宁夏4省(市、自治区)农村寄宿制学校中学生认知能力状况,为制定合理的干预措施提供基础数据。方法在学校和学生充分知情和完全自愿的基础上,与4个地区9所农村寄宿制学校合作,采用基本认知能力测验2.0版、折纸测验和托尼非语文智力测验,对738名初一学生进行认知能力测验。结果测试学生的心算能力、空间能力、工作记忆和记忆再认的平均量表得分分别为(6.91±3.98),(8.88±2.77),(7.87±4.94)和(8.08±4.02)分,均低于常模分(P值均<0.05)。托尼测验结果均值为(82.77±16.07)分,低于常模参考值(P<0.01),且分数低于70分的学生比例占20.1%。男、女生的基本认知能力测验总分和托尼测验结果差异均无统计学意义(t值分别为-1.119,0.638,P值均>0.05);4个地区的基本认知能力测验总分差异有统计学意义(F=17.946,P<0.01)。结论农村寄宿制学校学生认知能力低于常模。
Objective To study the cognitive ability of middle school students in rural boarding schools in 4 provinces (municipalities and autonomous regions) of Beijing, Guangdong, Guangxi and Ningxia, and to provide basic data for establishing reasonable intervention measures. Methods Based on the full knowledge and complete voluntariness of schools and students, we collaborated with nine rural boarding schools in four districts and adopted Basic Cognitive Proficiency Test Version 2.0, Origami Test and Tony Non-verbal Intelligence Test to assess the impact of 738 first-year students Cognitive ability test. Results The average scores of mental arithmetic ability, spatial ability, working memory and memory recognition were (6.91 ± 3.98), (8.88 ± 2.77), (7.87 ± 4.94) and (8.08 ± 4.02) In the normal model points (P <0.05). The mean value of Toni test was (82.77 ± 16.07) points, lower than the norm (P <0.01), and the proportion of students whose score was lower than 70 accounted for 20.1%. There was no significant difference between male and female students in the scores of basic cognitive ability test and those of the Tony test (t = -1.119,0.638, P <0.05 respectively). The scores of basic cognitive ability test in four regions were significantly different There was statistical significance (F = 17.946, P <0.01). Conclusions The cognitive ability of boarding schools in rural areas is lower than that of norm.