真实情境下地理诊断问题解决的专家认知模型
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摘要
2018年颁布的《普通高中地理课程标准》对我国地理教学和评价提出了新挑战。研究采用半结构化访谈的方法,收集整理专家在真实情境下解决地理诊断问题的过程信息,形成编码系统,并揭示专家问题解决的认知过程及其加工特征。研究发现,专家解决地理诊断问题是一个"假设—验证"的迭代过程。这一过程大致经历"问题形成""问题表征""计划—实施"和"因果解释"四个阶段,并运用"尺度思维""地理要素分析"和"类比编码"等思维方式和认知技能。研究的发现可以作为进一步探讨、构建基于核心素养的地理教学模式和评价框架的理论基础。
The Geography Curriculum Standards for General High School promulgated in 2018 poses new challenges to the geography teaching and evaluation in China. The study uses the semi-structured interview method to collect the process information of the experts in solving the geographical diagnosis problems in real-world contexts. Then, it forms the coding system and reveals the cognitive process and processing characteristics of problem solving. The study finds that the process of expert solving the geographic diagnosis problem is an iterative process of "hypothesis-verification". The process can be generally divided into four stages of "problem formation", "problem representation", "planning-implementation" and "causal interpretation". During the process, experts will use some thinking methods and cognitive skills such as "scale thinking", "geographical factor analysis" and "analogical encoding". The findings of the study can be used as a theoretical basis for further exploration and construction of a key competency-based geography teaching model and evaluation framework.
The Geography Curriculum Standards for General High School promulgated in 2018 poses new challenges to the geography teaching and evaluation in China. The study uses the semi-structured interview method to collect the process information of the experts in solving the geographical diagnosis problems in real-world contexts. Then, it forms the coding system and reveals the cognitive process and processing characteristics of problem solving. The study finds that the process of expert solving the geographic diagnosis problem is an iterative process of "hypothesis-verification". The process can be generally divided into four stages of "problem formation", "problem representation", "planning-implementation" and "causal interpretation". During the process, experts will use some thinking methods and cognitive skills such as "scale thinking", "geographical factor analysis" and "analogical encoding". The findings of the study can be used as a theoretical basis for further exploration and construction of a key competency-based geography teaching model and evaluation framework.
引文
[1]杨向东.核心素养测评的十大要点[J].人民教育,2017(Z1):41-46.
[2]Newell A,Simon H A.Human problem solving[M].Englewood Cliffs,NJ:Prentice Hall,1972.
[3]Ericsson K A,Simon H A.Protocol analysis:verbal reports as data[M].Cambridge MA:MIT Press,1993.
[4]Brand-Gruwel S,Wopereis I,Vermetten Y.Information problem solving by experts and novices:analysis of a complex cognitive skill[J].Computers in Human Behavior,2005,21 (3):487-508.
[5]Grigg S J,Benson L C.A coding scheme foranalysing problem solving processes of first-year engineering students[J].European Journal of Engineering Education,2014,39(6):617-635.
[6]Hassebrock F,Prietula M J.A protocol-based coding scheme for the analysis of medical reasoning[J].Int J Man-Machine Stud,1992,37 (5):613-652.
[7]Jonassen D H.Learning to solve problems:a handbook for designing problem-solving learning environments[M].New York:Routledge,2011.
[8]Nokes T J,Schunn C D,Chi M T H.Problem solving and human expertise[M]//Peterson P,Baker E,McGaw,B.International Encyclopedia of Education (Third Edition).Elsevier,2010:265-272.
[9]Fiske S T,Kinder DR,Larter W M.The novice and the expert:knowledge-based strategies in political cognition[J].Journal of Experimental Social Psychology,1983,19(4):381-400.
[10]Dew N,Read S,Sarasvathy S D,Wiltbank R.Effectual versus predictive logics in entrepreneurial decision-making:Differences between experts and novices[J].Journal of Business Venturing,2009,24(4):287-309.
[11]Larkin J,McDermott J,Simon D P,Simon HA.Expert and novice performance in solving physics problems[J].Science,1980,208(4450):1335-1342.
[12]Kozma R B,Russsell J.Multimedia and understanding:expert and novice responses to different representations of chemical phenomena[J].Journal of Research in Science Teaching,1997,34 (9):949-968.
[2]Newell A,Simon H A.Human problem solving[M].Englewood Cliffs,NJ:Prentice Hall,1972.
[3]Ericsson K A,Simon H A.Protocol analysis:verbal reports as data[M].Cambridge MA:MIT Press,1993.
[4]Brand-Gruwel S,Wopereis I,Vermetten Y.Information problem solving by experts and novices:analysis of a complex cognitive skill[J].Computers in Human Behavior,2005,21 (3):487-508.
[5]Grigg S J,Benson L C.A coding scheme foranalysing problem solving processes of first-year engineering students[J].European Journal of Engineering Education,2014,39(6):617-635.
[6]Hassebrock F,Prietula M J.A protocol-based coding scheme for the analysis of medical reasoning[J].Int J Man-Machine Stud,1992,37 (5):613-652.
[7]Jonassen D H.Learning to solve problems:a handbook for designing problem-solving learning environments[M].New York:Routledge,2011.
[8]Nokes T J,Schunn C D,Chi M T H.Problem solving and human expertise[M]//Peterson P,Baker E,McGaw,B.International Encyclopedia of Education (Third Edition).Elsevier,2010:265-272.
[9]Fiske S T,Kinder DR,Larter W M.The novice and the expert:knowledge-based strategies in political cognition[J].Journal of Experimental Social Psychology,1983,19(4):381-400.
[10]Dew N,Read S,Sarasvathy S D,Wiltbank R.Effectual versus predictive logics in entrepreneurial decision-making:Differences between experts and novices[J].Journal of Business Venturing,2009,24(4):287-309.
[11]Larkin J,McDermott J,Simon D P,Simon HA.Expert and novice performance in solving physics problems[J].Science,1980,208(4450):1335-1342.
[12]Kozma R B,Russsell J.Multimedia and understanding:expert and novice responses to different representations of chemical phenomena[J].Journal of Research in Science Teaching,1997,34 (9):949-968.