期刊文献+

论数学学习迁移中抽象样例的作用

在线阅读 下载PDF
导出
摘要 本文论述了数学规则学习中具体样例和抽象样例的作用,通过比较不同实证研究指出具体样例由于分散了学习者对样例潜在规则的注意力而阻碍了学习迁移,并证明了抽象样例的优势效应。据此进一步提出了对数学教学的改进建议,能充分利用不同样例的作用而使学生更有效的学习数学知识。
作者 杨俊萍
机构地区 辽宁师范大学
出处 《社会心理科学》 2013年第3期26-29,45,共5页 Science of Social Psychology
  • 相关文献

参考文献13

  • 1徐碧波,林崇德,杨永宁.样例顺序和解释方式对问题解决迁移的影响[J].心理科学,2010,33(2):278-281. 被引量:8
  • 2张奇,赵弘.算术应用题二重变异样例学习的迁移效果[J].心理学报,2008,40(4):409-417. 被引量:14
  • 3和美君,刘儒德.论数学问题解决中情境模型与问题模型的关系[J].心理科学,2012,35(3):642-646. 被引量:7
  • 4Bassok, M., & Olseth, K. L. (1995). Ob- ject-based representations: Transfer between cases of continuous and discrete models of change. Journal of Experimental Psychology: Learning, Memory and Cog- nition, 21, 1522-1538.
  • 5Bock, Deprez, Dooren, Roelens, Verschaffel (2011). Abstrack or concrete examples in learning mathematics? A replication and elaboration of Kamin- ski, Sloutsky, Heckler' s study.
  • 6DeLoache, J. S. (2000). Dual representation and young children' s use of scale models. Child De- velopment, 71,329-338.
  • 7Goldstone, R. L. & Sakamoto, Y. (2003). Th( transfer of abstract principles governing complex adap- tive systems. Cognitive Psychology, 46(4), 414-466.
  • 8Gentner, D., & Medina, J. (1998). Similarity and the development of rules. Cognition, 65,263-297.
  • 9Kaminski, Sloutsky, Heckler (2008) . TheAdvantage of Abstract Examples in Learning Math. Science, V01 320 25 April.
  • 10Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2005).Re|evant concreteness and its effects on learning and transfer. In B. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the XXVII Annual Conference ofthe Cognitive Science Society.

二级参考文献47

  • 1莫雷,唐雪峰.事件类型的相似性对原理运用影响的实验研究[J].心理科学,2001,24(1):5-8. 被引量:11
  • 2邢强,莫雷.多重样例的变异性和编码对迁移影响的实验研究[J].心理科学,2005,28(6):1382-1387. 被引量:15
  • 3张奇,林洪新.四则混合运算规则的样例学习[J].心理学报,2005,37(6):784-790. 被引量:37
  • 4Sweller, J. Cognitive load during problem solving: Effects on learning. Cognitive Science, 1988,12 : 257 - 285.
  • 5Paas, F & van Gog, T. Optimising worked example instruction: Different ways to increase germane cognitive load, Learning and Instruction, 16:87-91.
  • 6Gerjets, P., Scheiter, K., & Catrambone, R. Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting ,self-explanations? Learning and Instruction, 2006, 16: 104- 121.
  • 7Van Merrienboer, J. J. G., & Sweller, J.. Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 2005, 17:147 - 177.
  • 8Gerjets, P. , Scheiter, K. , & Catrambone, R.. Designing instructional examples to reduce cognitive load, Molar versus modular presentation of solution procedures. Instructional Science, 2004,32 : 33 - 58.
  • 9Goldstone, R.L. , & Son, J.Y. The transfer of scientific principles using concrete and idealized simulations. The Journal of the Learning Sciences, 2005,14 ( 1 ) : 69 - 110.
  • 10Schnotz, W. , Kuschner, C. A Reconsideration of Cognitive Load Theory. Educational Psychology Review, 2007, 19 (4) :469 - 508.

共引文献26

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部