摘要
为考察错误样例在样例组合学习中的作用,以烃类物质碳氢共价键结构式为实验材料,以高中一年级学生为被试,对正确和错误样例组合的学习效果进行了实验。结果显示,正、误样例组合的学习成绩显著优于正确样例组合的学习成绩。在正、误样例组合的学习中,正、误样例数量相等的学习成绩明显优于数量不等的学习成绩;"对比"呈现正、误样例的学习成绩明显优于"分块"呈现正、误样例的学习成绩。
In previous studies,few researchers paid attention to the role of incorrect worked-example in worked-example learning and failed to reach a conclusion.We thought that the outcomes would be better with a combination of correct and incorrect worked-examples than with the correct worked-examples only in worked-example learning.This hypothesis was tested by three experiments in this research which used hydrocarbon structural formulas of organic chemistry as the materials and high school students of grade one participatants.A single-factor design was implemented in each experiment.All the hydrocarbon structural formulas were selected from chemistry textbooks for Senior High Two.A total of 240 subjects were assigned to do the three experiments（60 in Experiment 1,90 in Experiment 2 and 90 participated in Experiment 3）.They all participated in the pre-test,worked-example learning and post-test in quiet classrooms.The results are as follows：（1）Experiment 1 showed that the effect of combination of correct and incorrect worked-example learning was significantly better than the single correct worked-example learning;（2） Experiment 2 showed that the scores achieved from the combination which contained equal numbers of correct and incorrect worked-examples were significantly better than the scores achieved from the combination group in which the number of correct worked-examples was greater than that of incorrect ones.At the same time,the scores from the learning of combination which contained equal numbers of correct and incorrect worked-examples were significantly better than the scores achieved from the combination group in which the number of correct worked-examples was smaller than that of incorrect ones such as the proportion of correct and incorrect worked-examples was 2∶6 or 6∶2 in this study.In addition,the scores achieved from the combination group in which the number of correct worked-examples was larger than that of incorrect ones were higher than the scores achieved from the combination group in which the number of correct worked-examples was smaller than that of incorrect ones,though not significantly;（3） Experiment 3 showed that the effect was the most significant when correct and incorrect worked examples were matched;the effect obtained from the combination group in which correct worked examples were put before the incorrect ones was worse than the effect of the matched group;the effect obtained from the combination group in which correct worked examples were put after the incorrect ones was the worst.The conclusion of this study is that the learning outcomes could be promoted when appropriate incorrect worked-examples in worked-example learning are used.The effect is better when the number of correct and incorrect worked examples are the same in the correct example and incorrect worked examples learning of hydrocarbon covalent bond structural formula.Especially when one correct and one incorrect worked example are matched to be present,learners would get higher scores.
出处
《心理科学》
CSSCI
CSCD
北大核心
2011年第2期386-392,共7页
Journal of Psychological Science
基金
国家自然科学基金项目(30970888)
辽宁省人文社科研究基地项目的资助
关键词
碳氢共价键
正确样例
错误样例
样例学习
hydrocarbon covalent bond
correct worked-example
incorrect worked-example
worked-example learning
