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探讨学习材料不同模式和学习过程不同的认知负荷对小学生类比推理学习迁移的影响。包括两个分实验。实验 1探讨学习材料的不同组织模式对小学生类比推理学习迁移的影响 ,两组小学生分别学习模式化与非模式化的材料 ,然后完成迁移程度远近不同的四类测题。结果表明 ,非模式化条件下完成远迁移题目的成绩显著优于模式化条件下的成绩。实验 2探讨小学生在不同认知负荷条件下类比推理学习的迁移效果 ,两组小学生分别在高认知负荷与低认知负荷情况下学习类比推理的材料 ,然后完成上述四类测题。结果表明 ,高认知负荷条件下完成远迁移题目的成绩显著优于低认知负荷条件下的成绩。本实验结果表明 ,对于小学生类比推理的学习来说 ,非模式化、高负荷的学习更有利于促进迁移 ,支持了积极反应理论。
To explore the impact of different cognitive load of different learning materials and learning process on pupil’s analogical reasoning transfer. Including two sub-experiments. Experiment 1 explored the effect of different organizational models of learning materials on pupil’s analogical reasoning migration. Two groups of pupils studied modeled and non-modeled materials, respectively, and completed four kinds of questions with different degrees of migration. The results show that the achievement of the far-migrating problem under non-patterning conditions is significantly better than that under the patterning conditions. Experiment 2 explored the effects of analogical reasoning training on pupils under different cognitive load conditions. Two groups of pupils studied analogical reasoning under high cognitive load and low cognitive load respectively, and then completed the above four kinds of questions. The results show that under the condition of high cognitive load, the achievement of far migration is significantly better than that under low cognitive load. The experimental results show that, for the study of pupil analogical reasoning, non-pattern and high-load learning is more conducive to promoting migration, and supports the positive reaction theory.