摘要
采用有或无“运算步骤标记”两种样例和“交互式”样例呈现方式,对48名二年级小学生通过样例学习四则混合运算规则进行了实验。结果表明,多数被试可以通过样例学会“小括号”和“中括号”四则混合运算规则,但多数被试难以学会“无括号”四则混合运算规则;运算步骤标记对学习“无括号”运算规则的促进作用明显,但对学习“小括号”运算规则的促进作用不明显;运算规则学习的难度不同,所需样例的数量也不同。
Adopting worked examples having operation step annotations or not and representing worked examples alternating, the present study had researched 48 second Grade pupils＇learning about the rules of the four fundamental admixture operations of arithmetic by operating worked examples. As a result, most of pupils could learn the rules of the four fundamental admixture operations of arithmetic with brackets by worked examples, but the number of pupils could learn the rules of the four fundamental admixture operations of arithmetic without brackets wasnt significant; Operation step annotations had obvious effect on pupils＇learning about the more difficult rules of the four fundamental admixture operations of arithmetic, but had no obvious effect on pupils＇ learning about the easy rules of the four fundamental admixture operations of arithmetic; Pupils needed different quantities of worked examples when learning different difficult operation rules.
出处
《心理学报》
CSSCI
CSCD
北大核心
2005年第6期784-790,共7页
Acta Psychologica Sinica
基金
国家教育科学"十五"规划重点项目
教育部重点项目(批号:DBA010157)
关键词
小学生
样例学习
运算规则
运算步骤标记
pupil, worked example learning, operation rule, operation step annotations
