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目的 探讨“３ ．３ ．３”研究体系对儿童学习能力和智力发展作用的分析。 方法 应用“３ ．３ ．３”研究体系对普通小学一年级１０４ 名学生进行一学年的学习能力干预试验。主要评估方法包括：家长问卷、智力测查、学生学习能力测查等。 结果 ①干预一学年后，干预组儿童智商变化明显好于对照组，３４ ．６ ％ 的儿童提高了一个智力等级，尤其是在瑞文测验的Ｃ、Ｄ、Ｅ 组上，干预组与对照组均值比较，在统计学上均有显著性差异（ 干预组ＩＱ ：１１８ ．０７ ±１５ ．６８ ；对照组ＩＱ：１１２ ．７６ ±１７ ．８６ ；ｔ ＝ ２ ．３０ ；Ｐ＝ ０ ．０３２） ②手眼脑协调能力，双手精细运动协调能力，动作水平，操作方法和操作速度测查在两组间的比较都有较大差异，干预组明显好于对照组。 结论 “３ ．３ ．３”教学体系对改善儿童学习能力和促进儿童小运动协调能力和儿童手眼脑协调能力的发展效果肯定，并能促进和提高处于类比推理和逻辑思维快速发展阶段儿童的逻辑思维及推理能力的发展和提高儿童的智力水平。
Objective To explore the effect of “3.3.3” research system on children's learning ability and intellectual development. Methods The “3.3 .3” research system was used to test 104 students in grade one of primary school for one year. The main assessment methods include: parents questionnaire, intelligence test, student learning ability test. Results ① After a year of intervention, the change of IQ in intervention group was significantly better than that in control group. 6% of children increased a level of intelligence, especially in the Raven test C, D, E group, the intervention group and the control group mean, statistically significant differences (intervention group IQ: 118 .07 ± 15.68; control group IQ: 112.76 ± 17.86; t = 2.030; P = 0.032) ② hand-eye coordination ability, fine motor coordination ability of both hands, the level of operation, operation method And speed of operation in the comparison between the two groups have a greater difference, the intervention group was significantly better than the control group. Conclusion The “3.3 .3” teaching system affirmed the development effect of improving the learning abilities of children and promoting the coordination of children's small movements and the hand-eye-brain coordination ability of children, and promoted and improved the rapid development of analogical reasoning and logical thinking Children's logical thinking and reasoning ability to develop and improve children's intelligence.