不同类型样例对化学学习的影响研究
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摘要
样例学习是教师常用的教学手段,它能够降低学生认知负荷,促进学生迁移能力,鼓励学生认知自主建设,提高学习效率。很多教师往往只是盲目地选择样例,忽略了样例的应用效果。学生遇到问题时仅仅对样例进行简单模仿,并未真正领悟样例中的规则和方法。样例使用的效率受诸多影响因素的制约,如样例的设置形式、学习者的认知水平、样例的作用机制等。
本研究主要针对不同类型的样例对化学学习效果的影响而展开,研究内容包括:化学样例学习的有效性、样例不同的呈现方式对学习效果的影响、样例不同知识类型对学习效果的影响研究。通过文献研究和实证研究相结合的研究方法对高中二年级不同学习水平学生的学习特点进行了较为细致的研究。
研究结果表明:1.子目标型样例步骤清晰简洁,但给学生思考的空间有限;探究型样例注重学生的思维过程和自我解释,但严谨性尚存在不足。2.陈述性知识的学习,子目标型样例更有效;程序性知识的学习,探究型样例较为有效。3.学优生和学中生对于陈述性知识的学习,采用于目标型样例更有效:对于程序性知识的学习,探究型样例更有效。4.学困生对于陈述性知识的学习,两种效果都不明显;对于程序性知识的学习,探究型样例更有效。5.探究型样例利于学生自我解释并可验证错误预设;问题编制原则具有灵活性和多样性,但要增强问题的逻辑性和连贯性。这些结论为样例学习在化学学科教学中的应用提供一定的实证基础和操作建议。
Worked example is very important as a teaching tool. It can reduce students' cognitive load and improve learning efficiency. However, many teachers have difficulty on how to choose proper worked example.
This research mainly aims at the learners' learning effects with different sorts of the worked examples of chemistry. We've studied the examples of grade two students in senior middle school by approaches of literature study and demonstration study.
The results shows: 1. The explanation of sub-goal model is clear, but thinking of students is limited in certain extent. Research model emphasize thought-provoked and self-explanation, but the process is complex that needs to improve. 2. During learning factual knowledge sub-goal model is superior. During learning procedural knowledge research model is superior. 3. Sub-goal model is superior when top and medium students learn factual knowledge, and research model is better when they learn procedural knowledge. 4. Sub-goal model and research model are both inefficient when inferior students learn factual knowledge. Research model is superior when inferior students learn procedural knowledge. 5. Research model can improve self-explanation and confirm the preinstall problem. The criterion of the questions of research model is multiplicity and logic. The experiment provided the teaching method of learning from worked example in chemistry teaching with some proof and advice.
本研究主要针对不同类型的样例对化学学习效果的影响而展开,研究内容包括:化学样例学习的有效性、样例不同的呈现方式对学习效果的影响、样例不同知识类型对学习效果的影响研究。通过文献研究和实证研究相结合的研究方法对高中二年级不同学习水平学生的学习特点进行了较为细致的研究。
研究结果表明:1.子目标型样例步骤清晰简洁,但给学生思考的空间有限;探究型样例注重学生的思维过程和自我解释,但严谨性尚存在不足。2.陈述性知识的学习,子目标型样例更有效;程序性知识的学习,探究型样例较为有效。3.学优生和学中生对于陈述性知识的学习,采用于目标型样例更有效:对于程序性知识的学习,探究型样例更有效。4.学困生对于陈述性知识的学习,两种效果都不明显;对于程序性知识的学习,探究型样例更有效。5.探究型样例利于学生自我解释并可验证错误预设;问题编制原则具有灵活性和多样性,但要增强问题的逻辑性和连贯性。这些结论为样例学习在化学学科教学中的应用提供一定的实证基础和操作建议。
Worked example is very important as a teaching tool. It can reduce students' cognitive load and improve learning efficiency. However, many teachers have difficulty on how to choose proper worked example.
This research mainly aims at the learners' learning effects with different sorts of the worked examples of chemistry. We've studied the examples of grade two students in senior middle school by approaches of literature study and demonstration study.
The results shows: 1. The explanation of sub-goal model is clear, but thinking of students is limited in certain extent. Research model emphasize thought-provoked and self-explanation, but the process is complex that needs to improve. 2. During learning factual knowledge sub-goal model is superior. During learning procedural knowledge research model is superior. 3. Sub-goal model is superior when top and medium students learn factual knowledge, and research model is better when they learn procedural knowledge. 4. Sub-goal model and research model are both inefficient when inferior students learn factual knowledge. Research model is superior when inferior students learn procedural knowledge. 5. Research model can improve self-explanation and confirm the preinstall problem. The criterion of the questions of research model is multiplicity and logic. The experiment provided the teaching method of learning from worked example in chemistry teaching with some proof and advice.
引文
[1]顾泠沅.当代教学策略(一)--教学效率与教学策略的研究,海上论坛
[2]顾泠沅,郑润洲,李秀玲.追求教学效率得根本性选择在策略,广东教育,2002,1-2:43
[3]Bourne L E,Goldstein S,Link W E.Concept learning as a function of availability of previously learned information.Journal of Experimental Psychology,1964,67:439-448
[4]Brewer W F,Nakamura G V.The nature and function of schemas.Handbook of Social Cognition,1984:119-160
[5]Sweller J,Levine M.Effects of goal specificity on means-ends analysis and learning.Journal of Experimental Psychology:Learning,Memory,and Cognition,1982,8:463-474
[6]Anderson J R,Farrell R,Sauers R.Learning to programin LISP.Cognitive Science,1984,8(1):87-129
[7]Pirolli PL,Anderson J R.The role of learning from examples in the acquisition of recursive programming skills.Canadian Journal of Psychology,1985,39(2):240-272
[8]Paul Chander,Jhon Sweller.Cognitive load as a factor in the st ructuring of technical material.Journal of exeperimental psychology,1990,119(2):176-197.
[9]Duncan Pawlcy,Paul Ayres,Martin Cooper,John Sweller.Translating words into equations:a cognitive load theory approach.Educational Psychology,2005,2(25):75-97
[10]Kurt Vanlehn.Cognitive skill acquisition.Annu.Rev.Psychol,1996,47:523-524
[11]吴庆麟.认知教学心理学,上海:科学技术出版社,2005,1:216-223
[12]孙海波,贾玉.探究式学习理论在化学教学中的应用与思考,科学探究,2006,3:33-34
[13]Gick M L,Holyoak K J.Schema indication and analogical transfer.Cognitive Psychology,1983,15(1):1-38
[14]Ross B H.Remindings and their effects in learning a cognitive skill.Cognitive Psychology,1984,16(3):374-416
[15]John Sweller,Graham A.Cooper.The use of worked examples as a substitute for problem solving in learning Algebra.Cognition and Instruction,1985,2(1):59-89
[16]Wangari Mwangi,John Sweller.Learning to solve compare word problems:The effect of example format and generating self-explanations.Cognition and Instruction,1998,16(2):173-199
[17]Trafton J G,Reiscr B J.The contributions of studying examples and solving problems to skill acquisition.Proceedings of the Fifteenth Annual Cognitive Science Society
[18]Anderson J R.The architecture of cognition.Cambridge,MA:Harvard University Press
[19]邢强,莫雷.样例得子目标编码对新问题解决中原理通达得作用.应用心理学,2002(4):13-18
[20]Ross B H.This is like that:the use of earlier problems and the separation of similarity effects.Journal of Experimental Psychology:Learning,Memory,and Cognition,1987,(4):629-639
[21]Ross B H.Distinguishing types of superficial similarities:Different effects on the access and use of earlier problems.Journal of Experimental Psychology:Learning,Memory,and Cognition,1989,15(2):456-468
[22]莫雷,唐雪峰.表面概貌对原理运用的影响的实验研究.心理学报,2000,32(4):399-408
[23]Catrambone R.The effects of labels in example on problem solving transfer.Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society.
[24]朱新明,李亦菲,朱丹.人的自适应学习示例学习的理论与实践.中央人民广播大学出版社,1997.
[25]John Sweller,Paul Chandler.Evidence for Cognitive Load Theory.Cognition and Instruction,1991,8(4):351-362
[26]Martin Leung,Renaelow,John Sweller.Learning from equations or words.Instuctional Science,1997,25:37-70
[27]邢强,莫雷.渐减提示法呈现样例对学习迁移的作用.心理与行为研究,2003,1(4):274-277
[28]Reed S K,Bolstad C A.Use of examples and procedures in problem solving.Joournal of Experimental Psychology:Learning,Memory,and Cognition,1991,17:753-766
[29]邢强,莫雷,朱新明.样例学习研究的发展及问题.心理科学进展,2003,11(2):165-170
[30]张四方,李广洲.样例学习在中学化学教学中应用的初步研究,学会学习,2005,6
[31]Mary Margaret Lusk,Robert K,Atkinson.Animated pedagogical agents:does their degree of embodiment impact learning from static or animated worked examples?.Applied cognitive psychology,2007,21:747-764
[32]刘大华.探究性学习与探究性教学之要义分析.教学与管理,2007,12:73-74
[2]顾泠沅,郑润洲,李秀玲.追求教学效率得根本性选择在策略,广东教育,2002,1-2:43
[3]Bourne L E,Goldstein S,Link W E.Concept learning as a function of availability of previously learned information.Journal of Experimental Psychology,1964,67:439-448
[4]Brewer W F,Nakamura G V.The nature and function of schemas.Handbook of Social Cognition,1984:119-160
[5]Sweller J,Levine M.Effects of goal specificity on means-ends analysis and learning.Journal of Experimental Psychology:Learning,Memory,and Cognition,1982,8:463-474
[6]Anderson J R,Farrell R,Sauers R.Learning to programin LISP.Cognitive Science,1984,8(1):87-129
[7]Pirolli PL,Anderson J R.The role of learning from examples in the acquisition of recursive programming skills.Canadian Journal of Psychology,1985,39(2):240-272
[8]Paul Chander,Jhon Sweller.Cognitive load as a factor in the st ructuring of technical material.Journal of exeperimental psychology,1990,119(2):176-197.
[9]Duncan Pawlcy,Paul Ayres,Martin Cooper,John Sweller.Translating words into equations:a cognitive load theory approach.Educational Psychology,2005,2(25):75-97
[10]Kurt Vanlehn.Cognitive skill acquisition.Annu.Rev.Psychol,1996,47:523-524
[11]吴庆麟.认知教学心理学,上海:科学技术出版社,2005,1:216-223
[12]孙海波,贾玉.探究式学习理论在化学教学中的应用与思考,科学探究,2006,3:33-34
[13]Gick M L,Holyoak K J.Schema indication and analogical transfer.Cognitive Psychology,1983,15(1):1-38
[14]Ross B H.Remindings and their effects in learning a cognitive skill.Cognitive Psychology,1984,16(3):374-416
[15]John Sweller,Graham A.Cooper.The use of worked examples as a substitute for problem solving in learning Algebra.Cognition and Instruction,1985,2(1):59-89
[16]Wangari Mwangi,John Sweller.Learning to solve compare word problems:The effect of example format and generating self-explanations.Cognition and Instruction,1998,16(2):173-199
[17]Trafton J G,Reiscr B J.The contributions of studying examples and solving problems to skill acquisition.Proceedings of the Fifteenth Annual Cognitive Science Society
[18]Anderson J R.The architecture of cognition.Cambridge,MA:Harvard University Press
[19]邢强,莫雷.样例得子目标编码对新问题解决中原理通达得作用.应用心理学,2002(4):13-18
[20]Ross B H.This is like that:the use of earlier problems and the separation of similarity effects.Journal of Experimental Psychology:Learning,Memory,and Cognition,1987,(4):629-639
[21]Ross B H.Distinguishing types of superficial similarities:Different effects on the access and use of earlier problems.Journal of Experimental Psychology:Learning,Memory,and Cognition,1989,15(2):456-468
[22]莫雷,唐雪峰.表面概貌对原理运用的影响的实验研究.心理学报,2000,32(4):399-408
[23]Catrambone R.The effects of labels in example on problem solving transfer.Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society.
[24]朱新明,李亦菲,朱丹.人的自适应学习示例学习的理论与实践.中央人民广播大学出版社,1997.
[25]John Sweller,Paul Chandler.Evidence for Cognitive Load Theory.Cognition and Instruction,1991,8(4):351-362
[26]Martin Leung,Renaelow,John Sweller.Learning from equations or words.Instuctional Science,1997,25:37-70
[27]邢强,莫雷.渐减提示法呈现样例对学习迁移的作用.心理与行为研究,2003,1(4):274-277
[28]Reed S K,Bolstad C A.Use of examples and procedures in problem solving.Joournal of Experimental Psychology:Learning,Memory,and Cognition,1991,17:753-766
[29]邢强,莫雷,朱新明.样例学习研究的发展及问题.心理科学进展,2003,11(2):165-170
[30]张四方,李广洲.样例学习在中学化学教学中应用的初步研究,学会学习,2005,6
[31]Mary Margaret Lusk,Robert K,Atkinson.Animated pedagogical agents:does their degree of embodiment impact learning from static or animated worked examples?.Applied cognitive psychology,2007,21:747-764
[32]刘大华.探究性学习与探究性教学之要义分析.教学与管理,2007,12:73-74