大学生问题发现过程的表征层次研究

心理发展与教育 ›› 2009, Vol. 25 ›› Issue (3): 46-53.

大学生问题发现过程的表征层次研究

陈丽君¹, 郑雪²

1. 广东技术师范学院教育学院, 广州510665;
2. 华南师范大学教育科学学院, 广州510631

出版日期:2009-07-15 发布日期:2009-07-15
通讯作者: 陈丽君, 广东技术师范学院教育学院副教授.E-mail:foxclj@163.com E-mail:foxclj@163.com
基金资助:
广东省哲社规划心理学研究项目(编号05SXY005)

The Study of the Representation of Thinking in Problem-Finding Process of the Undergraduates

CHEN Li-jun¹, ZHENG Xue²

1. Educational school, Guangdong Polytechnic Normal University, Guangzhou 510665;
2. Department of Psychology, South China Normal University, Guangzhou 510631

Online:2009-07-15 Published:2009-07-15

摘要/Abstract

摘要： 在矛盾式与潜藏式两类情境中, 用出声思维的方法考察大学生问题发现过程的表征层次特点。40名大学生参与实验, 高低分组被试各20名。研究结果显示:(1)高分组大学生在问题总数量和核心问题数量上高于低分组, 矛盾式情境中发现的问题数量和质量均高于潜藏式情境。(2)充分的表征是发现高质量问题的基础;联系性表征对问题发现有积极影响, 但目的性表征对问题发现有负面作用;潜藏式情境的问题发现更需要借助内部信息表征。(3)各类表征层次出现的先后顺序存在差异, 高低分组大学生遵循同样的表征次序。

关键词: 问题发现, 表征层次, 矛盾式情境, 潜藏式情境, 出声思维

Abstract: The representational level in the process of problem finding were investigated in contradictory and potential situations by means of thinking aloud.40 undergraduates attended the experiment.Half of them were high-score students and the rest were low-score students.The results showed, (1)high-score students found problems and key problems more than low-score students.Problems in contradictory situatoin were more than problems in potential situation.(2)High quality problems were based on the adequate representations.The contact representations were good to prblem finding, but the objective representation was bad to problem finding.It need more representations of information in mind in potential situation than in contradictory situatoin.(3)The order of representations were different.High2score students and low-score students followed the same order.

Key words: problem finding, the representational level, contradictory situatoin, potential situation, think aloud

中图分类号:

B844.2

陈丽君, 郑雪. 大学生问题发现过程的表征层次研究[J]. 心理发展与教育, 2009, 25(3): 46-53.

CHEN Li-jun, ZHENG Xue. The Study of the Representation of Thinking in Problem-Finding Process of the Undergraduates[J]. Psychological Development and Education, 2009, 25(3): 46-53.

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