认知风格对学生问题表征及问题解决影响的研究
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摘要
随着认知心理学的发展,问题表征作为问题解决过程中的关键环节,越来越受到研究者的广泛重视。问题表征的许多研究多集中在学科领域,对表征形成机制、表征影响因素等问题进行了相关探讨。
本研究在参考、借鉴以往有关研究,重点探讨不同场认知风格的学生问题解决过程和表征机制的差异。此外,本研究还比较了不同认知风格被试在不同题型解决上的差异性,以探索问题结构和复杂性与认知风格的交互作用。在上述实验研究的基础上,提出了一些可操作的教学策略与方法。
研究采用2(认知风格:场依存,场独立)×3(题目难度:简单题,复杂题,提示后复杂题)×3(题目类型:结构良好题,信息隐晦题,条件冗余题)的混合实验设计,认知风格作为组间变量,题目难度和题目类型作为组内变量。要求两种认知风格的学生均要完成不同难度的三种题目类型应用题解题。研究结果显示:
1、两种认知风格学生解决不同难度的三种问题时成绩差异显著,场独立者高于场依存者。认知风格、题目难度与题目类型的交互作用显著。
2、问题解决中,影响正确解题的最重要因素是问题情境表征错误。
3、两种认知风格被试解决结构良好题、信息隐晦题、信息冗余题时,选择表征方式上的差异随题目难度变化,复杂题上的组间差异最大。
4、隐晦题解题中,场独立被试更容易发现隐晦信息,两种复杂题中是否发现隐晦信息对解题正确率有显著影响。
5、冗余题解题中,场独立者在两种复杂题上更容易辨别冗余信息,场认知风格的主效应及认知风格同是否辨别冗余信息的交互作用对解题成绩影响显著。
基于上述研究结果,我们提出要根据学生的认知方式开展数学教学,促进其问题表征能力的发展。
Problem representation is a kernel concept in problem-solution theory.With the development of Cognitive Psychology,many researchers pay a lot of attention to problem representation.The focus has gradually shifted academic issues,such as the research of formation mechanism and influencing factors of problem representation.
Based on previous studies,we intends to discuss the process of student problem solution in two kind of cognitive styles.In addition,this paper also probes the difference of samples of different dognitive styles in different problem solutions,to explore structure and complexity fo problems and interaction of cognitive styles.Based on the above experimentation and study,this paper proposed some feasible teaching strategies and methods.
This study explored mixed experimental design of 2(two cognitive styles)×3(three difficulty conditions)×3(three problem types),take the cognitive styles as between-subjeet factor,while the difficulty conditions and problem types as the within-subjeet factor.All samples are required to complete the application of three problem types in three difficulty conditions.The resules are as follow:
1、There are distinctly different achienements in three problem types of different difficulty conditions,there was significant interaction effect between cognitive styles,difficulty conditions and problem types
2、The mistakes that the samples often make in failure to solve the problem are very often problem presentation error.
3、The representation method chosen by the samples is related with their cognitive styles when the samples solved the problems with clear structure,implied information or misleading information.The difference of between-subjeet factor is significant in complex problems.
4、During the implied information problems,the samples of field-independence individuals more easily find implied information
5、.The samples of field-independence individuals more easily find the misleading information.The main effect of cognitive style and the interaction of cognitive and non-find mislead information is significant.
Base on the above study results,we propose to conduct math teaching according to cognitive styles of students to promote the development of problem representation ability.
本研究在参考、借鉴以往有关研究,重点探讨不同场认知风格的学生问题解决过程和表征机制的差异。此外,本研究还比较了不同认知风格被试在不同题型解决上的差异性,以探索问题结构和复杂性与认知风格的交互作用。在上述实验研究的基础上,提出了一些可操作的教学策略与方法。
研究采用2(认知风格:场依存,场独立)×3(题目难度:简单题,复杂题,提示后复杂题)×3(题目类型:结构良好题,信息隐晦题,条件冗余题)的混合实验设计,认知风格作为组间变量,题目难度和题目类型作为组内变量。要求两种认知风格的学生均要完成不同难度的三种题目类型应用题解题。研究结果显示:
1、两种认知风格学生解决不同难度的三种问题时成绩差异显著,场独立者高于场依存者。认知风格、题目难度与题目类型的交互作用显著。
2、问题解决中,影响正确解题的最重要因素是问题情境表征错误。
3、两种认知风格被试解决结构良好题、信息隐晦题、信息冗余题时,选择表征方式上的差异随题目难度变化,复杂题上的组间差异最大。
4、隐晦题解题中,场独立被试更容易发现隐晦信息,两种复杂题中是否发现隐晦信息对解题正确率有显著影响。
5、冗余题解题中,场独立者在两种复杂题上更容易辨别冗余信息,场认知风格的主效应及认知风格同是否辨别冗余信息的交互作用对解题成绩影响显著。
基于上述研究结果,我们提出要根据学生的认知方式开展数学教学,促进其问题表征能力的发展。
Problem representation is a kernel concept in problem-solution theory.With the development of Cognitive Psychology,many researchers pay a lot of attention to problem representation.The focus has gradually shifted academic issues,such as the research of formation mechanism and influencing factors of problem representation.
Based on previous studies,we intends to discuss the process of student problem solution in two kind of cognitive styles.In addition,this paper also probes the difference of samples of different dognitive styles in different problem solutions,to explore structure and complexity fo problems and interaction of cognitive styles.Based on the above experimentation and study,this paper proposed some feasible teaching strategies and methods.
This study explored mixed experimental design of 2(two cognitive styles)×3(three difficulty conditions)×3(three problem types),take the cognitive styles as between-subjeet factor,while the difficulty conditions and problem types as the within-subjeet factor.All samples are required to complete the application of three problem types in three difficulty conditions.The resules are as follow:
1、There are distinctly different achienements in three problem types of different difficulty conditions,there was significant interaction effect between cognitive styles,difficulty conditions and problem types
2、The mistakes that the samples often make in failure to solve the problem are very often problem presentation error.
3、The representation method chosen by the samples is related with their cognitive styles when the samples solved the problems with clear structure,implied information or misleading information.The difference of between-subjeet factor is significant in complex problems.
4、During the implied information problems,the samples of field-independence individuals more easily find implied information
5、.The samples of field-independence individuals more easily find the misleading information.The main effect of cognitive style and the interaction of cognitive and non-find mislead information is significant.
Base on the above study results,we propose to conduct math teaching according to cognitive styles of students to promote the development of problem representation ability.
引文
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