Abstract
The experiment took fourth graders as subjects, adopted completely random-design of equal groups. The experimental group adopted SAT at the same time, the control group followed conventional teaching pattern to do relevant exercises. The experiment results were as follows: (1) trained students obviously improved their ability to solve problems, of all the students the middle-level students benefited most; (2) the training effect correlated with the intelligence level of the pupils; (3) pupils welcomed the training and made positive responses.
| Keywords: | applied problems; structure-analysis; ability to solve problems |
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