“解释法”与“解释-标记法”样例对小学生学习代数运算规则的促进
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- 英文论文题名：The positive impact of worked-examples designed by “method of explanation” and “method of labeled explanation” on pupils' learning algebraic operation rules
- 论文作者：杜雪娇 ; 蔡晨 ; 张奇
- 英文论文作者：Du Xuejiao ; Cai Chen ; Zhang Qi ; Psychology School of Liaoning Normal University
- 年：2015
- 作者机构：辽宁师范大学心理学院;
- 论文关键词：样例学习 ; 代数运算规则 ; 解释法 ; 解释‐标记法 ; 分步呈现
- 英文论文关键词：worked-example learning ; algebraic operation rule ; method of explanation ; method of labeled explanation ; presented by step
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：G447
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：751k
- 原文格式：D
- 会议级别：全国
摘要
为了验证"解释法"、"解释‐标记法"样例设计是否能够促进小学生代数运算规则样例学习的迁移效果,以"完全平方和"与"平方差"代数运算样例为实验材料,以小学6年级学生为被试,进行了3项实验研究。实验1设计了两种代数运算样例,一种是采用"解释法"设计的样例,另一种是普通样例。实验目的是考察小学生学习"解释法"样例的迁移效果是否比学习普通样例的迁移效果更好。实验结果显示:不论是学习"完全平方和"还是学习"平方差"运算规则,学习"解释法"样例的远、近迁移测验成绩均显著优于学习普通样例的迁移成绩。实验2的目的是考察采用"解释‐标记法"设计的"完全平方和"与"平方差"代数运算样例,其学习迁移效果是否优于"解释法"设计的样例。实验结果显示,在"完全平方和"运算规则样例学习的近迁移效果上,学习两种样例的近迁移成绩无显著差异;但在"平方差"运算规则样例学习的近迁移效果上,学习"解释‐标记法"样例的近迁移成绩显著优于学习"解释法"样例的近迁移成绩。在两种代数运算规则样例学习的远迁移效果上,学习两种样例的远迁移成绩之间无显著差异。实验3采用"解释‐标记法"设计了两种呈现方式的样例:一种是分步骤呈现,另一种是整体呈现。实验目的是考察哪种呈现方式的样例学习迁移效果更好。实验结果显示,不论是学习"完全平方和"还是学习"平方差"运算规则,学习分步骤呈现的"解释‐标记"样例的远、近迁移测验成绩均显著优于学习整体呈现的"解释‐标记"样例的迁移测验成绩。
In order to separately verify whether worked examples designed by "method of explanation" and "method of labeled explanation" could promote transfer effects of worked-example learning about algebraic operation rules for pupils, choosing "sum of perfect square" and "square difference" as learning materials, and 6th grade pupils as participants, we conducted 3 experiments. Experiment 1 designed two kinds of worked examples of algebraic operation rules: one of which was designed by "method of explanation", and the other one was ordinary worked examples. The purpose of this experiment was to examine whether transfer effects of learning the former one could be better than that of the latter one. The results showed that whether under the operation rule of "sum of perfect square" or the rule of "square difference", the far and near transfer achievements of learning worked examples designed by "method of explanation" were significantly better than that of learning the ordinary worked examples. Experiment 2 investigated whether transfer effects of learning the "sum of perfect square" and "square difference" worked examples designed by "method of labeled explanation" were better than that of learning the worked examples designed by "method of explanation". The results showed: under the operation rules of "sum of perfect square", there was no significant difference between near transfer achievements of learning these two kinds of worked examples. While under the operation rules of "square difference", the near transfer achievements of learning worked examples designed by "method of labeled explanation" were significantly better than that of learning worked examples designed by "method of explanation". What's more, under these two types of operation rules, there was no significant difference in far transfer achievements of learning these two kinds of worked examples. Experiment 3 designed two ways to present worked examples designed by "method of labeled explanation", one of them was presented by step, and the other one was presented as a whole. The goal of this experiment was to explore by which way to present worked examples, could pupils have better transfer effects. The results showed that whether under the operation rule of "sum of perfect square" or the rule of "square difference", the far and near transfer achievements of learning "labeled explanation" worked examples presented by step were significantly better than that presented as a whole.
In order to separately verify whether worked examples designed by "method of explanation" and "method of labeled explanation" could promote transfer effects of worked-example learning about algebraic operation rules for pupils, choosing "sum of perfect square" and "square difference" as learning materials, and 6th grade pupils as participants, we conducted 3 experiments. Experiment 1 designed two kinds of worked examples of algebraic operation rules: one of which was designed by "method of explanation", and the other one was ordinary worked examples. The purpose of this experiment was to examine whether transfer effects of learning the former one could be better than that of the latter one. The results showed that whether under the operation rule of "sum of perfect square" or the rule of "square difference", the far and near transfer achievements of learning worked examples designed by "method of explanation" were significantly better than that of learning the ordinary worked examples. Experiment 2 investigated whether transfer effects of learning the "sum of perfect square" and "square difference" worked examples designed by "method of labeled explanation" were better than that of learning the worked examples designed by "method of explanation". The results showed: under the operation rules of "sum of perfect square", there was no significant difference between near transfer achievements of learning these two kinds of worked examples. While under the operation rules of "square difference", the near transfer achievements of learning worked examples designed by "method of labeled explanation" were significantly better than that of learning worked examples designed by "method of explanation". What's more, under these two types of operation rules, there was no significant difference in far transfer achievements of learning these two kinds of worked examples. Experiment 3 designed two ways to present worked examples designed by "method of labeled explanation", one of them was presented by step, and the other one was presented as a whole. The goal of this experiment was to explore by which way to present worked examples, could pupils have better transfer effects. The results showed that whether under the operation rule of "sum of perfect square" or the rule of "square difference", the far and near transfer achievements of learning "labeled explanation" worked examples presented by step were significantly better than that presented as a whole.
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