先前知识和样例设计对学习分数乘法规则的影响

doi:10.16187/j.cnki.issn1001-4918.2021.04.10

摘要/Abstract

摘要： 研究通过3个实验，以6年级学生为被试，考察了先前知识在分数乘法规则单、双内容样例学习中的作用以及“标记法”、“标记+注释法”样例设计方法对低先前知识学生学习双内容样例的促进效果。结果发现：（1）高先前知识学生学习两种样例的迁移成绩无显著差异，且均好于低先前知识学生的成绩；（2）低先前知识学生学习单内容样例的迁移成绩明显优于双内容样例；（3）与学习普通样例相比，低先前知识学生学习“标记法”双内容样例的后测成绩无显著差异，但学习“标记+注释法”设计的样例的成绩明显更好。结果表明，学生单、双内容样例的学习效果受其先前知识水平的影响；低先前知识学生未能从“标记法”设计的双内容样例中获益，但学习“标记+注释法”设计的样例效果更佳。

关键词: 样例学习, 双内容样例, 先前知识, 样例设计

Abstract: The current study explored the effects of prior knowledge and different design methods on example learning by three experiments. There were a total of 240 6^th grade students who participated in the experiments. In Experiment 1, we investigated the effects of students' prior knowledge on learning fractional multiplication by single-content examples and double-content examples. In Experiment 2, in order to examine the effect of "Mark Method", two groups of students with low prior knowledge learned double-content examples designed with "Mark method" and common examples respectively. In experiment 3, we compared the effect of examples designed with "Mark+Annotation Method" and common double-content examples. The results were as follows:(1) There were no significant differences on the post-test performance between students with high prior knowledge in learning single-content examples and double-content examples; (2)Students with low prior knowledge performed better by learning single-content examples than by double-content examples; (3) For students with low prior knowledge, there was no significant difference on the post-test performance between the "Mark method" example group and the common example group, whereas those students learning examples designed by "Mark+Annotation Method" performed significantly better. These findings suggest that the examples learning effects were affected by prior knowledge level. Besides, students with low prior knowledge benefits from double-content examples designed by "Mark+Annotation Method", not examples designed with "Mark method".

Key words: worked-example learning, double-content examples, prior knowledge, worked-example design

中图分类号:

G442

曲可佳, 刘颖英. 先前知识和样例设计对学习分数乘法规则的影响[J]. 心理发展与教育, 2021, 37(4): 539-545.

QU Kejia, LIU Yingying. The Effects of Prior Knowledge and Design Method on Learning Rules of Fraction Multiplication[J]. Psychological Development and Education, 2021, 37(4): 539-545.

参考文献

Atkinson, R. K., & Renkl, A. (2007). Interactive example-based learning environments using interactive elements to encourage effective processing of worked examples. Educational Psychology Review, 19, 375-386.
Catrambone, R. (1995). Aiding subgoal learning:Effects on transfer. Journal of Educational Psychology, 87(1), 5-17.
Chen, O., Kalyuga, S., & Sweller, J. (2017). The expertise reversal effect is a variant of the more general element interactivity effect. Educational Psychology Review, 29, 393-405.
Clarke, T., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development, 53, 15-24.
Gan. (2014). Study on the effects of gloss type on Chinese EFL learners' incidental vocabulary acquisition. Theory and Practice in Language Studies, 4(6), 1251-1256.
Gegenfurtner, A., Lehtinen, E., Jarodzka, H., & Sälj, R. (2017). Effects of eye movement modeling examples on adaptive expertise in medical image diagnosis. Computers & Education, 113, 212-225.
Halabi, A. K., Tuovinen, J. E., & Farley, A. A. (2005). Empirical evidence on the relative efficiency of worked examples versus problem-solving exercises in accounting principles instruction. Issues in Accounting Education, 20, 21-32.
Hilbert, T. S., Renkl, A., Kessler, S., & Reiss, K. (2008). Learning to prove in geometry:Learning from heuristic examples and how it can be supported. Learning and Instruction, 18, 54-65.
Hübner, S., Nückles, M., & Renkl, A. (2010). Writing learning journals:Instructional support to overcome strategy-deficits. Learning and Instruction, (20), 18-29.
Kalyuga, S., & Renkl, A. (2010). Expertise reversal effect and its instructional implications:Introduction to the special issue. Instructional Science, 38(3), 209-215.
Kalyuga,S. (2012). Role of prior knowledge in learning processes. In Seel, N.M. (Ed.). Encyclopedia of the Sciences of Learning.(pp. 2886-2888). Boston, MA:Springer.
Krause, U. M., Stark, R., & Mandl, H. (2009). The effects of cooperative learning and feedback on E-learning. Learning and Instruction, 19, 158-170.
Margulieux, L. E., & Catrambone, R. (2016). Improving problem solving with subgoal labels in expository text and worked examples. Learning and Instruction, 42, 58-71.
Reisslein, J., Atkinson, R. K., Seeling, P., & Reisslein, M. (2006). Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis. Learning and Instruction, 16(2), 92-103.
Renkl, A., Hilbert, T., & Schworm, S. (2009). Example-based learning in heuristic domains:A cognitive load theory account. Educational Psychology Review, 21, 67-78.
Richter, J., Scheiter, K., & Eitel, A.(2016). Signaling text-picture relations in multimedia learning:A comprehensive meta-analysis. Educational Research Review, 17, 19-36.
Rourke, A., & Sweller, J. (2009). The worked-example effect using ill-defined problems:Learning to recognise designers'styles. Learning and Instruction, 19, 185-199
Schworm, S., & Renkl, A. (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology, 99, 285-296.
Van Marlen, T., Van Wermeskerken, M., Jarodzka, H., & Van Gog, T.(2018). Effectiveness of eye movement modeling examples in problem solving:The role of verbal ambiguity and prior knowledge. Learning and Instruction, 58, 274-283
Zhang, L., Kalyuga, S., Lee, C, & Lei, C.(2016). Effectiveness of collaborative learning of computer programming under different learning group formations according to student' prior knowledge:A cognitive load perspective. Journal of Interactive Learning Research, 27(2), 171-192.
安秀萍. (2017). 小学生一元一次方程单、双内容样例的学习效果比较(硕士学位论文). 辽宁师范大学,大连.
杜雪娇, 张奇. (2016). 样例设计及呈现方式对学习代数运算规则的促进.心理学报, 48(11), 1445-1454.
郭建鹏, 杨凌燕. (2015). 通过对比进行学习:多重样例变异性与先前知识的作用. 心理学报, 47(8), 1013-1027.
曲可佳, 张奇. (2014). 双内容样例学习的研究及重要启示. 心理科学, 37(2), 373-376.
曲可佳, 张奇. (2019). 算术运算规则单双内容样例学习效果的比较. 数学教育学报,28(2), 41-45
单婷. (2017). 示例域知识的熟悉程度和样例设计对学习百分数应用题的影响(硕士学位论文). 辽宁师范大学,大连.
孙崇勇.(2016). 英语多媒体学习中言语关联手势对认知负荷的影响.心理与行为研究,14(5), 633-639
邢强, 莫雷. (2003). 样例和问题的联结方式对迁移作用的实验研究. 应用心理学, 9(3), 31-35
徐碧波, 林崇德, 杨永宁. (2010). 样例顺序和解释方式对问题解决迁移的影响. 心理科学, 33(2), 278-281.
张冬梅, 路海东,祖雅桐(2016). 认知负荷视角下的知识反转效应. 心理科学进展,24(4),501-509.
张华, 曲可佳, 张奇. (2013). 含有新算符的代数运算规则学习的有效样例设计.心理学报,45(10), 1104-1110.
张奇, 林楠. (2014). 样例学习中自我解释效应的研究. 辽宁师范大学学报(社会科学版),37(4), 510-514.
张奇, 郑伟, 万莹. (2014). "解释法"样例对小学生学习新运算规则的促进.心理发展与教育, 30(2), 153-159.
张奇, 林洪新. (2005). 四则混合运算规则的样例学习. 心理学报, 37(6), 784-790.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed