摘要： “先行组织者”教学策略是奥苏伯尔提出的一种较为完善的教学理论。该研究运用自然实验的方法对该理论在中学历史教学中的实际效果进行了研究。结果表明:该策略能提高学生的学习与保持效果,而且它对学习的帮助主要是通过提高学生的理解能力而实现的。
中图分类号:
| [1] Ausubel D.P.The use of advance organizers in the learning and retention of meaningful verbal material.Journal of Educational Psychology,1960,51:267-272 [2] Ausubel D.P.Educational psychology:A cognitive view.New York:Holt,Rinehart and Winston,1968,147-150. [3] Joyce B,Weil M.Models of teaching.Englewood,NJ:Prentice-Hall,1986,81-82. [4] Mayer R.E.Anderson R B.The instructive animation:Helping students build connection between word and pictures in multimedia learning.Journal of educational Psychology,1992,84:444-452. [5] Mayer R.E,Steinhoff K.A.Generative theory of textbook design:Using annotated illustrations to foster meaningful learning of science text.Educational Technology Research and Development,1995,43:31-43. [6] West C,Farmer J.Instructional design:Implications from the cognitive sciences.Needham Heights MA:Allyn and Bacon,1991,45-50. [7] Mayer R.E,Anderson R.B.A split-attention effect in multimedia learning.Journal of Educational Psychology,1998,90:312-320. [8] 金洪源《先行组织者策略和作文能力图式训练法》石油大学出版社,1994,71-95 [9] Searls E.F.Using advance organizers in the calssroom.(Report No.CS005 768)Sarasota,FL:American Reading Conference,1980,195-956. [10] Arends R I.Learning to teach.New York: McGraw-Hil,1994,2.57. |
| [1] | 秦旭芳, 高丙成. 幼儿教师教学策略的结构、类型及特点[J]. 心理发展与教育, 2012, 28(5): 510-515. |
| [2] | 孟迎芳, 连榕, 郭春彦. 专家—熟手—新手型教师教学策略的比较研究[J]. 心理发展与教育, 2004, 20(4): 70-73. |
| [3] | 王国英, 沃建中. 小学语文教师教学策略的结构[J]. 心理发展与教育, 2000, 16(3): 59-62. |
| [4] | 俞国良, 辛自强, 汤鉴澄, 俞晓东. 中小学教师教学监控能力:发展特点与相关因素[J]. 心理发展与教育, 1998, 14(2): 31-35. |
| [5] | 北京市朝阳区教科所教师素质研究课题组. 关于小学教师课堂教学能力的研究[J]. 心理发展与教育, 1995, 11(3): 48-53. |
|
||
