Study On Pupils' Learning Ability With 3·3·3 Cognitive Strategy Training

Pedagogs with exam-oriented education concept paid more attention to knowledge training, but neglected quality education. With the development of socity, the connotation of illiteracy was changed: illiteracy is not the people who don't learn to read in future, but that who don't know how to learn. It offered a new challenge to pedagogs. Consequently, learning how to learn is becoming a common problem.3·3·3 cognitive strategy training was a combined training and the result of a key item of State Education Commision. The "3·3·3" Serial Intellectual Learning toy was a bearer of a psychology principle. 3·3·3 cognitive strategy training included three aspects: the training of promoting the concordance of physical and mental development; strategy training of learning how to learn and social accommodation training.The researcher operated systemic intervention to testee children and parents during the six months. It helped children master correct cognitive strategy. Meanwhile, it conducted parents to master correct educational and rearing ways, so to precipitate the rise of the pupils'learning ability. The result showed that 3·3·3 cognitive strategy training is the major effect factor of the promotion of cognitive abilities and mental behavior abilities.The researcher got use of quantity and quality estimate to report a individual case, and it was a further additional remarks of the effects of 3·3·3 cognitive strategy training.As a result, 3·3·3 cognitive strategy training was more effective to improve pupils'learning ability, and it was worth to spread. Part1 Mathed-pair Study on Pupils' Learning Ability with 3·3·3 Cognitive Strategy TrainingObjective: To explore the influence of 3·3·3 cognitive strategy training on pupils' cognitive abilities and mental behavior abilities, and to analysis the influence factors with the family factors, so as to confirm the effects of 3·3·3 cognitive strategy training and provide foundation to spread it.Method: The case group was 15 pupils, which joined the 3·3·3 cognitive strategy training from Dec.2005 to Jun 2006, and the training was in the charge of Tongji mental health research center. The control group was 30 pupils from an elementary school with following factors controlled: sex, age and IQ, and the matching rate of case/control were 1:2. Children main fosters were administered with self-made questionnaire about children's ordinary circumstances and Child Integration Scale. Both groups were investigated with Combined Raven's test in China Revision 2, the Chinese Rating Scale of Pupil's Mathematic Abilities and Quality of Life Scale for children and adolescents. Fisher's exact test, analysis of Variance and 1:2 matched conditional logistic regression analysis were conducted to estimate the effects.Result:(1)Descriptive analysis:①Children basic information:45 valid samples were got finally. There were 27 boys and 18 girls (sex ratio 3:2). Analysis of Variance and fisher exact test showed no significant difference on age between the case and control groups (P>0.05).②There were significant difference on intelligence quotient , mathematic ability(logical thinking and spatial-visual abilities, mathematic ability),quality of life(Body reception, motor capacity, learning ability and attitude, chance of exercise, others and the total appraises, Self-satisfaction, companion relation, parent-child relationship self-concept and the total appraises of QOL),Sensor-motor ability among the case group and the control groups(p<0.05). (2)single factor logistic regression analysis:①cognitive ability: The main influence factor of IQ was intervention and it was the protective factor. The major factors of mathematic ability (logical thinking and the spatial-visual abilities, total mathematic ability) were intervention factor (3·3·3 cognitive strategy training),Social Economic Status(SES), family environment(character of father) and education style (confinement to the behavior of children , whether the education style of parents was consistent and the attitude of parents to children).②Mental behavior abilities: The major factors of sensor-motor ability were intervention factor, Social Economic Status(SES) ,confinement to the behavior of children and whether the relationship of parents is harmony. Quality of life was related with intervention factor,Social Economic Status(SES), the age of toddles, family environment(character of father) and education style (confinement to the behavior of children , whether the education style of parents was consistent and whether the relationship of parents is harmony).(3)multi-logistic regression analysis:①The protective factor of cognitive ability was intervention factor;②Mental behavior abilities:Except motor capacity and others were influeced by the level of father's education, Body reception were influeced by the family income. And the major factor of other aspects was intervention factor.Conclusion: 3·3·3 cognitive strategy training could be a feasible measure of intervention to improve children's cognitive abilities and mental behavior abilities. Part2 A Case Study of a Child with 3·3·3 Cognitive Strategy TrainingThe case of this study was a pupil in grade four who joined the 3·3·3 cognitive strategy training from Dec.2005 to June 2006.Observation method and quantitative research was conducted to the subject. After six months of intervention, we found the child's cognitive ability (such as intelligence, logical thinking and the spatial-visual abilities, mathematics abilities) and the aspect of behavior (including interpersonal communication ability and motor capacity) were improved. As a possible conclusin, 3·3·3 cognitive strategy training could help children improve their learning ability.