“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 ›› 2014, Vol. 30 ›› Issue (2): 153-159.

“解释法”样例对小学生学习新运算规则的促进

张奇¹, 郑伟², 万莹³

1. 辽宁师范大学心理学院, 大连 116029;
2. 大连科技学院, 大连 116025;
3. 大连海洋大学理学院, 大连 116023

出版日期:2014-03-15 发布日期:2014-03-15
通讯作者: 张奇，E-mail：zq55822@163.com E-mail:zq55822@163.com
基金资助:
国家自然科学基金面上项目（30970888）.

A Positive Impact of Worked Examples Designed by “The Method of Explained” on Pupils’ Learning New Operational Rules

ZHANG Qi¹, ZHENG Wei², WAN Ying³

1. School of Psychology, Liaoning Normal University, Dalian 116029;
2. Dalian Institute of Science and Technology, Dalian 116025;
3. School of Science, Dalian Ocean University, Dalian 116023

Online:2014-03-15 Published:2014-03-15

摘要/Abstract

摘要： 为证实“解释法”样例设计的促进作用，实验考察了4年级小学生学习“解释”样例与普通样例、“解释”样例和“解释-标记”与普通样例的迁移效果。结果表明：（1）用“解释”样例学习分数加减运算规则的近迁移成绩明显优于普通样例，但远迁移成绩无显著差异；（2）用“解释-标记”样例学习分数乘除法运算规则的远迁移成绩明显优于“解释”样例和普通样例，但近迁移成绩差异不显著，学习“解释”样例的远迁移效果均明显优于普通样例；（3）学习“解释法”设计的比例运算样例，其远、近迁移成绩均明显优于普通样例的迁移成绩，并受被试先备知识的影响。

关键词: 分数运算, 比例运算, 解释法, 样例学习, 关键步骤

Abstract: In order to verify the positive impact of worked-examples designed by "the method of explained", the experiment investigated the transfer effects of learning through the worked-examples designed by "the method of explained" and ordinary worked-examples as well as the worked-examples designed by "the method of explained" and "the method of explained and labeled" and ordinary worked-examples of 4^th grade pupils. The results showed: (1) the near-transfer achievements on learning fractional addition and subtraction operation rules through worked-examples designed by "the method of explained" were significantly better than those through ordinary worked-examples, but there was no significant difference between them on the far-transfer achievements. (2) The far-transfer achievements on learning fractional multiplication and division operation rules through worked-examples designed by "the method of explained and labeled" were significantly better than those designed by "the method of explained" and ordinary worked-examples, but there was no significant difference between them on the near-transfer achievements;both the far-transfer and near-transfer achievements through worked-examples designed by "the method of explained" were much better than those through ordinary worked-examples. (3)Both the far-transfer and near-transfer achievements on proportion operation through worked-examples designed by "method of explained" were significantly better than those through ordinary worked-examples. The achievements were impacted by the subjects' prior knowledge.

Key words: fractional arithmetic, proportion operation, the method of explained, worked-example learning, key step

中图分类号:

G442

张奇, 郑伟, 万莹. “解释法”样例对小学生学习新运算规则的促进[J]. 心理发展与教育, 2014, 30(2): 153-159.

ZHANG Qi, ZHENG Wei, WAN Ying. A Positive Impact of Worked Examples Designed by “The Method of Explained” on Pupils’ Learning New Operational Rules[J]. Psychological Development and Education, 2014, 30(2): 153-159.

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