物理学科领域知识的类别学习研究
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- 英文论文题名：The study on category learning for the physical disciplinary domain knowledge
- 论文作者：张金宝 ; 李晓晓 ; 阴国恩 ; Sujuan
- 英文论文作者：Zhang Jinbao ; Li Xiaoxiao ; Sujuan ; Yin Guo’en ; Academy of Psychology and Behavior ; Tianjin Normal University ; Jinan Educational Television Station
- 年：2015
- 作者机构：天津师范大学心理与行为研究院;Jinan Educational Television Station;Academy of Psychology and Behavior,Tianjin Normal University;
- 论文关键词：物理学科领域知识 ; 类别学习 ; 策略 ; 干预训练
- 英文论文关键词：physical disciplinary domain knowledge ; category learning ; strategy ; intervention training
- 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：3
- 文件大小：874k
- 原文格式：D
- 会议级别：全国
摘要
本研究基于领域知识、知识表征和类别学习的理论来研究物理学科领域知识的类别学习,通过物理学科陈述性知识、程序性知识和条件性知识的分类表征,构建良好的结构化、功能的物理学科领域知识,有效地促进学生知识习得和应用,解决物理学科领域问题,提高学业水平。本研究以高中生为被试,通过调查研究、干预研究、实验研究等多项研究方法,对学生学科知识表征、类别学习策略倾向、类别学习策略训练以及眼动实验等进行研究,旨在探查高中生物理学科领域知识分类表征及其类别学习策略的特征和规律,并验证对学生进行类别学习策略干预训练的效果。研究结果显示(1)不同学生群体在物理学科领域知识的分类表征水平存在差异,学优生优于中等生、学困生,女生明显优于男生;(2)物理学科领域知识中,程序性知识、条件性知识表征水平与物理学业成绩存在非常显著的正相关,是影响物理学业成绩差异的主要因素,而陈述性知识表征水平与物理学业成绩的相关性不显著;(3)不同学业水平学生对物理学科领域问题的类别学习策略不同,学优生更多地倾向于采用规则策略,中等生、学困生更多地倾向采用样例策略;(4)学生的物理学科领域问题类别学习策略倾向受新旧知识和加工方式的显著影响,对旧学科领域知识问题分类时更多采取规则策略倾向,对新学科领域知识问题分类时则更多地采取样例策略倾向;(5)采取规则类别学习策略倾向学生的解题能力和物理学业水平显著高于采取样例类别学习策略倾向学生;(6)类别学习干预训练教学提高了被干预训练学生的物理学业成绩,但对不同学业水平学生的影响不同,干预训练对普通班学生提高物理学业成绩的效果最好;(7)从眼动实验指标上看,规则策略倾向学生更偏好于物理学科问题示意图的加工,样例策略倾向学生更倾向于物理学科问题题干文字内容的加工。
Based on the theory of the domain knowledge, knowledge representation and category learning to research the category learning about the physical disciplinary domain knowledge,The main purpose of the research is to explore the characteristics and regular of physical disciplinary knowledge classification and characterization and category learning strategies of high school students. And we verify the effect of Intervention training to students about category learning strategies. With high school students as subjects, we conduct four aspects of research : the first one is the research of category representation about physical disciplinary domain knowledge; the second one is the research of tendency about the category learning strategy of physical disciplinary domain knowledge; the third one is the experimental study of the intervention strategy training of category learning in the physical disciplines knowledge; the fourth one is eye movement experiment of different types of learning strategy tendency of students in physical disciplinary problem representation.Conclusions are obtained as follows:(1) There is difference in the level of category representation of physical disciplinary domain knowledge from different student groups. The level of disciplinary domain knowledge representation of gifted students is higher than the secondary students and students with learning difficulties. The level of girls of representation of physical disciplinary domain knowledge is significantly higher than the boys.(2)Physical disciplinary domain knowledge, procedural knowledge and conditional knowledge representation are all significant positive correlate with the physical academic achievement.(3)Different groups of students have different category learning strategy about the physical disciplinary domain problem. Gifted students are more tending to adopt rule strategy, secondary students and student with learning difficulties are more tending to adopt the sample strategy.(4)The tendency of category learning strategy about the physical disciplines domain problems of students is significantly influenced by the old and new knowledge and processing method, they will take more rule strategies when classifying old domain problem, and they will take more sample strategies when classifying new domain problem. Different cognitive processing affect student to choose the category learning strategy, after deep processing, regardless of new or old domain knowledge, students are more inclined to take the category strategy of rules.(5) The problem solving ability that take the rules of category learning strategy and physical academic students were significantly higher than that of sample categories of learning strategies students.(6)The intervention trainingof category learning has improve the academic performance of students in physics, but the effects are different on the students from different classes, the best intervention training to promote students from ordinary classes than from key classes.From the index of the eye movement, the category learning intervention training is more effective to improve thesample strategystudents in physics problem representation in the stem of reading.
Based on the theory of the domain knowledge, knowledge representation and category learning to research the category learning about the physical disciplinary domain knowledge,The main purpose of the research is to explore the characteristics and regular of physical disciplinary knowledge classification and characterization and category learning strategies of high school students. And we verify the effect of Intervention training to students about category learning strategies. With high school students as subjects, we conduct four aspects of research : the first one is the research of category representation about physical disciplinary domain knowledge; the second one is the research of tendency about the category learning strategy of physical disciplinary domain knowledge; the third one is the experimental study of the intervention strategy training of category learning in the physical disciplines knowledge; the fourth one is eye movement experiment of different types of learning strategy tendency of students in physical disciplinary problem representation.Conclusions are obtained as follows:(1) There is difference in the level of category representation of physical disciplinary domain knowledge from different student groups. The level of disciplinary domain knowledge representation of gifted students is higher than the secondary students and students with learning difficulties. The level of girls of representation of physical disciplinary domain knowledge is significantly higher than the boys.(2)Physical disciplinary domain knowledge, procedural knowledge and conditional knowledge representation are all significant positive correlate with the physical academic achievement.(3)Different groups of students have different category learning strategy about the physical disciplinary domain problem. Gifted students are more tending to adopt rule strategy, secondary students and student with learning difficulties are more tending to adopt the sample strategy.(4)The tendency of category learning strategy about the physical disciplines domain problems of students is significantly influenced by the old and new knowledge and processing method, they will take more rule strategies when classifying old domain problem, and they will take more sample strategies when classifying new domain problem. Different cognitive processing affect student to choose the category learning strategy, after deep processing, regardless of new or old domain knowledge, students are more inclined to take the category strategy of rules.(5) The problem solving ability that take the rules of category learning strategy and physical academic students were significantly higher than that of sample categories of learning strategies students.(6)The intervention trainingof category learning has improve the academic performance of students in physics, but the effects are different on the students from different classes, the best intervention training to promote students from ordinary classes than from key classes.From the index of the eye movement, the category learning intervention training is more effective to improve thesample strategystudents in physics problem representation in the stem of reading.
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