交集问题特征对问题解决类比迁移的影响
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摘要
在不同年级学生类型情况下,样例和测题问题特征相似性对其解法类比迁移的影响的实验结果说明:对于熟悉者来说,样例和测题表面特征的不同相似关系对问题解决迁移成绩有不同的影响.应用类型表面特征的具体情节发生较大变化时,对问题解决方法的通达、提取和运用的迁移有影响;变量类型问题表面特征的具体情节发生较大变化时,不仅对问题解决方法的通达有影响,而且对方法的提取和运用也有影响;当被试学生年级类型不同时,影响也不同.
This experiment used 3(the grade types:grade one and grade two and grade three in high school) × 2(the application types:Positive application and Reverse application) × 2(the variable types:Continuous variables and discrete variables) three factors mix design to study the effect of students,samples and the similarity of problems on the analogous transfer of solution.The result of experiment showed that there existed the effectivenes of sample and the similarity of problem on the transfer of solution for master.When some surface featutes had greatly been changed,which would have impact on the solution and transfer.The effectiveness of problem features were different from grades siginificant.The change of the appearance featutes had impact on the solution transfer of three grade students.
This experiment used 3(the grade types:grade one and grade two and grade three in high school) × 2(the application types:Positive application and Reverse application) × 2(the variable types:Continuous variables and discrete variables) three factors mix design to study the effect of students,samples and the similarity of problems on the analogous transfer of solution.The result of experiment showed that there existed the effectivenes of sample and the similarity of problem on the transfer of solution for master.When some surface featutes had greatly been changed,which would have impact on the solution and transfer.The effectiveness of problem features were different from grades siginificant.The change of the appearance featutes had impact on the solution transfer of three grade students.
引文
[1]Gentner D.Structure-mapping:A theoretical framework for analogy[J].Cognitive Science,1983,7:155-170.
[2]Gick M L,Holyoak K J.Schema indication and analogical transfer[J].Cognitive Psychology,1983,14(1):1-38.
[3]Reed S K.A structure-mapping model for word problems[J].Journal of Experimental Psychology:Learning,Memory,and Cognition,1987,13(1):124-139.
[4]Holyoak K J,Koh K.Surface and structure similarity in analogical transfer[J].Memory&Congition,1987,15(4):332-340.
[5]Hinsley D A,Hayes J R,Simon H A.From words to equations:Meaning and representation in algebra word problems[M].In:P.A Carpenter&M.A.Just(Eds.),Cognitive processes in comprehension.Hillsdale,NJ:Erlbaum,1977.
[6]Chi M H,Feltocich P J,Glaser R.Categorization and representa-tion of physics problems by experts and novices[J].Cognitive Science,1981,5:121-152.
[7]Blessing S B,Ross B H.Content effects in problem categorization and problem solving[J].Journal of Experimental Psychology:Learning,Memory,and Cognition,1996,22(4):792-810.
[8]张令伟.均值不等式问题特征对其解法类比迁移的影响[D].北京:首都师范大学硕士学位论文,2011.
[9]张令伟.均值不等式问题特征对其解法类比迁移的影响[J].首都师范大学学报:自然科学版,2016,37(2):1-4.
[2]Gick M L,Holyoak K J.Schema indication and analogical transfer[J].Cognitive Psychology,1983,14(1):1-38.
[3]Reed S K.A structure-mapping model for word problems[J].Journal of Experimental Psychology:Learning,Memory,and Cognition,1987,13(1):124-139.
[4]Holyoak K J,Koh K.Surface and structure similarity in analogical transfer[J].Memory&Congition,1987,15(4):332-340.
[5]Hinsley D A,Hayes J R,Simon H A.From words to equations:Meaning and representation in algebra word problems[M].In:P.A Carpenter&M.A.Just(Eds.),Cognitive processes in comprehension.Hillsdale,NJ:Erlbaum,1977.
[6]Chi M H,Feltocich P J,Glaser R.Categorization and representa-tion of physics problems by experts and novices[J].Cognitive Science,1981,5:121-152.
[7]Blessing S B,Ross B H.Content effects in problem categorization and problem solving[J].Journal of Experimental Psychology:Learning,Memory,and Cognition,1996,22(4):792-810.
[8]张令伟.均值不等式问题特征对其解法类比迁移的影响[D].北京:首都师范大学硕士学位论文,2011.
[9]张令伟.均值不等式问题特征对其解法类比迁移的影响[J].首都师范大学学报:自然科学版,2016,37(2):1-4.