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1,2(1.,130024;2.,130012):,,:,;,:;;;:G449:A:1003-5184(2002)03-0048-041,[1],(self-regulatedlearning):[23]:,[4],:,[58],:Weintein(1989)(LASSI)Pintrich&DeGroot(1990)[910],,22.1,,,,,,(SS):(SC),:(S1):2283EXPLORATIONOFPSYCHOLOGY20023;(S2):;(S3):;(S4):(SR),:(S5):;(S6):;(S7):;(S8):2.2,83,,,,l1S1S2S3S4S5S6S7S8SCSRSS444455541619355,(1),(5),2.32.3.1:445,103(55,48),108(52,56),108(43,65),126(71,55):4533.1,,SB,Cronbachs,,22SBS10.660.730.640.650.45S20.610.720.550.580.35S30.670.760.660.680.51S40.680.800.730.760.47943SBS50.670.790.760.780.56S60.580.690.640.650.56S70.680.760.780.770.64S80.710.790.680.740.49SC0.430.650.820.860.60SR0.470.690.840.890.63SS0.350.660.870.930.592,SB,3.2,:,;(r=0.74)(r=0.92r=0.95),3.3,,,,,0.001,27%,27%,,33S1S2S3S4S5S6S7S8SCSRSS(n=120) x14.2613.9013.2615.6717.6418.3320.3013.5257.0869.79126.88s2.842.853.082.874.683.443.093.659.2212.1720.05(n=120) x12.0112.2111.5312.8115.1915.7016.4912.0248.5559.40107.95s2.692.863.002.543.973.423.953.119.1911.7519.24t6.313334.593334.423338.193334.373335.953338.323333.433337.183336.733337.443333,3.43.4.140520024(n=445)S1S2S3S4S5S6S7S8SCSRSS x13.2212.9412.1514.1816.5217.1518.5612.9152.4965.14117.63s2.732.823.062.824.163.463.603.209.2811.7419.654S3()3.4.2,::S7(),(p0.001),(Bonferroni),:S4(),S5(),S6(),S7()SR()(p0.05),,,S7()(F(3.437)=2.82,p0.05)44.1,,4.2,,;,[1]PokayP,BlumenfeldPC.PredictingAchievementearlyandlateintheSemester,theroleofmotivationanduseofLearningStrategies[J].JournalofEducationalPsychology,1990,82(l):41-50.[2]RigneyJW.LearningStrategies,ATheoreticalPerspectiveinH.F.0Neil.Jr(Eds),learningStrategies[J].1978.165.[3]MayerRE.LearningStrategies,LearningandStudyStrategies[M].AcademicPress,INC,1988.11.[4]NishetJ,ShucksmithJ.LearningStrategies[M].Routledge.&KeganPaulPlc,1986.5-6.[5]ZimmermanBJ.Asocialcognitiveviewofself-regulatedacademiclearning[J].JournalofEducationalPsy2chology,1989,81(3).329-339.[6],,.[J].,1997,(4):324-328.[7].[J].,1997,(2):179-181.153[8],.[J].,1994,(4):198-204.[9]WeinteinCE.LASSIUsersManual[Z].H&HPublishingCompanyInc,1987.[10]PintrichPR,DeGrootEV.Motivationalandself-regulatedlearningcomponentsofclassroomacademicperformance[J].JournalofEducationalPsychology,1990,82(l):33-40.AStudyofMakingaLearningStrategiesScaleforMiddleSchoolStudentsZhouGuotaoZhangLin(1.DepartmentofPsychology,NortheastNormalUniversity,Chengchun130024;2.DepartmentofSocialPsychology,JilinUniversity,Chengchun130012)Abastract:BasedontheInformationProcessingTheoryandtheformerstudiesofLearningStrategies,thepresentstudymadetheLearningStrategiesScaleforMiddleSchoolStudentsandtesteditsreliabilityandvalidity.Further2more,theresultsrevealed:thestudentsweredifferentonStrategiesUsingamonggrade,anddecliningwithgrade;Girlsweresignificantlybetterthanboysontheregulatedstrategies,boyssurpassedgirlsonthecognitivestrategies;Withgradeincreased,boyswerepromotingandgirlsweredecliningonthefeedbackstrategies.Keywords:themiddleschoolstudents;learningstrategies;scale;self-regulatedlearning(41)StudyonCognitiveDevelopmentoftheNuNationalityandtheLi-suNationalityandtheJing-poNationalityChildrenRenXulinFuJinzhiYuPing(InstituteofEducationalScience,YunnanNormalUniversity,Kunming650092)Abstract:MakinguseofScaleOnChildrenThinkingDevelopmentAndLevel,390NunationalityandLi-Suna2tionalityandJing-Ponationalitychildrenareinvestigated.Conclusion:threeminoritieschildrenscognitivedevel2opmentalphasesbasicallyaccordwithJPiagetscognitivedevelopmentaltheory,theformalthinkingdoesntobtainsteadystructurebetween13and16;onages,childrenscognitivedevelopmentshowsobviouslaggardphe2nomenon;thechildrencomeforthcognitivedevelopmentalaccelerationatonegradeinjuniorhighschool;threemi2noritieschildrensholisticcognitivedevelopmentdoesntshowsignificantdifference;sexualdifferencemainlyem2bodiesbehavioralharmonyandspatialorientation.Keywords:theminoritieschildren;cognitivedevelopment;thinkinglevel252002