摘要
从作业的心理学视角看,学生作业的主要认知心理活动过程为知识迁移。为了探究中小学生作业过程中的知识迁移认知心理机制,为作业设计提供心理学基础,研究采用质化方法,通过深度访谈获取学生作业过程中知识迁移的质性文本资料,使用演绎分析和归纳分析相结合的混合方法进行文本编码分析,建构中小学生作业过程中知识迁移的认知过程机制和影响中小学生知识迁移的因素模型,在此基础上提出中小学生作业设计的改进建议。
From a psychological perspective,knowledge transfer is the primary cognitive-psychological activity underlying students’homework.To explore the cognitive-psychological mechanisms of knowledge transfer during the homework processes of primary and secondary students and to provide a psychological basis for homework design,this study employs a qualitative approach to collect textual data on knowledge transfer through in-depth interviews.A mixed-methods analysis,combining deductive and inductive coding,is used to analyze the texts,with the aim of constructing a cognitive-process mechanism of knowledge transfer and a factor model describing the influences on knowledge transfer in the homework of primary and secondary students.Based on these findings,the paper offers recommendations for the design of homework for primary and secondary students.
作者
庄科君
贺宝勋
ZHUANG Kejun;HE Baoxun(Center of Educational Information&Technology,China West Normal University,Nanchong 637009,China)
出处
《井冈山大学学报(社会科学版)》
2025年第5期96-106,共11页
Journal of Jinggangshan University(Social Sciences)
基金
四川省哲学社会科学研究“十四五”规划课题“双减背景下基于中小学生知识迁移机制的作业设计研究”(项目编号:SC22B059)。
关键词
“双减”
作业
知识迁移
质性研究
作业设计
double reduction
homework
knowledge transfer
qualitative study
homework design
