算术运算规则单双内容样例学习效果的比较?
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摘要
为了比较小学生数学运算规则的单内容样例与双内容样例的学习效果,分别以乘法运算规则、四则混合运算中的"无括号"运算规则和算术平均数运算规则的单、双内容样例为学习材料,以小学一、二、三年级的学生为被试,进行了3项实验研究.实验结果表明:低年级小学生通过单内容样例学习乘法运算规则、"无括号"四则混合运算规则的计算题和应用题以及平均数运算规则的计算题的效果明显优于双内容样例的学习效果,但通过双内容样例学习平均数运算规则的应用题的效果优于单内容样例的效果.
In order to compare the learning effects of "example type"(single-content examples vs. double-content examples) on arithmetic operation rules, a single-factor design was used in three experiments. Totally, 180 children in grades 1-3 participated in the study and learned single-content and double-content examples on multiplication, four fundamental admixture operations and arithmetic mean rules. Results showed that effects of single-content examples on learning calculation problems of the rules of multiplication, four fundamental admixture operations and arithmetic mean were obviously better than the effects of double-content examples; however, effects of double-content examples on learning word problems of arithmetic mean was obviously better than the effects of single-content examples.
In order to compare the learning effects of "example type"(single-content examples vs. double-content examples) on arithmetic operation rules, a single-factor design was used in three experiments. Totally, 180 children in grades 1-3 participated in the study and learned single-content and double-content examples on multiplication, four fundamental admixture operations and arithmetic mean rules. Results showed that effects of single-content examples on learning calculation problems of the rules of multiplication, four fundamental admixture operations and arithmetic mean were obviously better than the effects of double-content examples; however, effects of double-content examples on learning word problems of arithmetic mean was obviously better than the effects of single-content examples.
引文
[1]曲可佳,张奇.双内容样例学习的研究及重要启示[J].心理科学,2014,37(2):373-376.
[2]SCHWORM S,RENKL A.Learning argumentation skills through the use of prompts for self-explaining examples[J]Journal of Educational Psychology,2007(99):285-296.
[3]RENKL A,HILBERT T,SCHWORM S.Example-based learning in Heuristic domains:a cognitive load theory account[J].Educational Psychological Review,2009(21):67-78.
[4]HILBERT T S,RENKL A,KESSLER S,et al.Learning to prove in geometry:learning from heuristic examples and how it can be supported[J].Learning and Instruction,2008(18):54-65.
[5]KRAUSE U M,STARK R,MANDL H.The effects of cooperative learning and feedback on e-learning[J].Learning and Instruction,2009(19):158-170.
[6]王宇.示例域知识熟悉度和样例设计对学习解方程组迁移成绩的影响[D].大连:辽宁师范大学,2015:11-14.
[7]RUMMEL N,SPADA H,HAUSER S.Learning to collaborate while being scripted or by observing a model[J].International Journal of Computer-Supported Collaborative Learning,2009(4):69-92.
[8]KYUN S,KALYUGA S,SWELL J.The effect of worked examples when learning to write essays in English literature[J].The Journal of Experimental Education,2013,81(3):385-408.
[9]CHO Y H,LEE S E.The role of co-explanation and self-explanation in learning from design examples of PowerPoint presentation slides[J].Computer&Education,2013(69):400-407.
[10]HILBERT T S,RENKL A.Learning how to use a computer-based concept-mapping tool:self-explaining examples helps[J].Computers in Human Behavior,2009(25):267-274.
[11]HüBNER S,NüCKLES M,RENKL A.Writing learning journals:instructional support to overcome strategy-deficits[J].Learning and Instruction,2010(20):18-29.
[12]SAFADI R,YERUSHALMI E.Students’self-diagnosis using worked-out examples[J].Creative Education,2013,4(2):205-216.
[13]MULDER Y G,LAZONDER A W,JONG T D.Using heuristic worked examples to promote inquiry-based learning[J].Learning and Instruction,2014(29):56-64.
[14]张奇,林洪新.四则混合运算规则的样例学习[J].心理学报,2005,37(6):784-790.
[15]张奇,郭菲菲.小学生“去括号”运算规则的样例学习[J].心理科学,2008,31(1):70-74.
[16]宁宁,喻平.多重变异性数学样例对迁移影响的初步研究[J].数学教育学报,2010,19(6):50-52.
[17]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(2):153-159.
[18]徐碧波,林崇德,杨永宁.样例顺序和解释方式对问题解决迁移的影响[J].心理科学,2010,33(2):278-281.
[19]郭建鹏,杨凌燕.通过对比进行学习:多重样例变异性与先前知识的作用[J].心理学报,2015,47(8):1 013-1 027.
[20]邢强,莫雷.多重样例的变异性和编码对迁移影响的实验研究[J].心理科学,2005,28(6):1 382-1 387.
[21]张华,曲可佳,张奇.含有新算符的代数运算规则学习的有效样例设计[J].心理学报,2013,45(10):1 104-1 110.
[22]甘卫群,刘万伦.样例的概念属性呈现方式对初一学生分式概念学习的影响[J].数学教育学报,2015,24(6):68-72.
[2]SCHWORM S,RENKL A.Learning argumentation skills through the use of prompts for self-explaining examples[J]Journal of Educational Psychology,2007(99):285-296.
[3]RENKL A,HILBERT T,SCHWORM S.Example-based learning in Heuristic domains:a cognitive load theory account[J].Educational Psychological Review,2009(21):67-78.
[4]HILBERT T S,RENKL A,KESSLER S,et al.Learning to prove in geometry:learning from heuristic examples and how it can be supported[J].Learning and Instruction,2008(18):54-65.
[5]KRAUSE U M,STARK R,MANDL H.The effects of cooperative learning and feedback on e-learning[J].Learning and Instruction,2009(19):158-170.
[6]王宇.示例域知识熟悉度和样例设计对学习解方程组迁移成绩的影响[D].大连:辽宁师范大学,2015:11-14.
[7]RUMMEL N,SPADA H,HAUSER S.Learning to collaborate while being scripted or by observing a model[J].International Journal of Computer-Supported Collaborative Learning,2009(4):69-92.
[8]KYUN S,KALYUGA S,SWELL J.The effect of worked examples when learning to write essays in English literature[J].The Journal of Experimental Education,2013,81(3):385-408.
[9]CHO Y H,LEE S E.The role of co-explanation and self-explanation in learning from design examples of PowerPoint presentation slides[J].Computer&Education,2013(69):400-407.
[10]HILBERT T S,RENKL A.Learning how to use a computer-based concept-mapping tool:self-explaining examples helps[J].Computers in Human Behavior,2009(25):267-274.
[11]HüBNER S,NüCKLES M,RENKL A.Writing learning journals:instructional support to overcome strategy-deficits[J].Learning and Instruction,2010(20):18-29.
[12]SAFADI R,YERUSHALMI E.Students’self-diagnosis using worked-out examples[J].Creative Education,2013,4(2):205-216.
[13]MULDER Y G,LAZONDER A W,JONG T D.Using heuristic worked examples to promote inquiry-based learning[J].Learning and Instruction,2014(29):56-64.
[14]张奇,林洪新.四则混合运算规则的样例学习[J].心理学报,2005,37(6):784-790.
[15]张奇,郭菲菲.小学生“去括号”运算规则的样例学习[J].心理科学,2008,31(1):70-74.
[16]宁宁,喻平.多重变异性数学样例对迁移影响的初步研究[J].数学教育学报,2010,19(6):50-52.
[17]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(2):153-159.
[18]徐碧波,林崇德,杨永宁.样例顺序和解释方式对问题解决迁移的影响[J].心理科学,2010,33(2):278-281.
[19]郭建鹏,杨凌燕.通过对比进行学习:多重样例变异性与先前知识的作用[J].心理学报,2015,47(8):1 013-1 027.
[20]邢强,莫雷.多重样例的变异性和编码对迁移影响的实验研究[J].心理科学,2005,28(6):1 382-1 387.
[21]张华,曲可佳,张奇.含有新算符的代数运算规则学习的有效样例设计[J].心理学报,2013,45(10):1 104-1 110.
[22]甘卫群,刘万伦.样例的概念属性呈现方式对初一学生分式概念学习的影响[J].数学教育学报,2015,24(6):68-72.