试论认知结构发展过程中的自组织现象

【作者】 齐欣；

【导师】 肖青；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 认知学习理论强调有机体自身的能动作用，认为学习是认知结构的改变过程。通过对认知学习理论的分析，我们看到几乎所有认知理论都强调学习过程中，人脑具有根据学习任务，对自身知识结构进行加工并重新组织的能力，这一能力称为认知结构的自组织能力。我们运用非平衡态统计物理学中“熵”、“自组织现象”、“涨落”等概念蕴含的思想，从物理学科的教学特点出发，按照认知学习理论的观点，结合物理问题解决的思维过程，对高中学生在解决物理问题过程中的认知结构的自组织能力进行测查、评估，以此唤起人们对学生认知结构的自组织能力培养的重视，为物理教学改革提供参考的依据。为此，我们进行了相关文献的查阅，对认知学习理论各派观点进行了分析，提出在解决物理问题过程中，学生认知结构的自组织能力表现为：自我激活性、自我定向性、自我规划性、自我适应性、自我调节性、自我控制性六个方面。在借鉴国内外有关问卷和量表的基础上，结合中学教学实践及对中学教师、学生的访谈，编制了以学生认知结构的自组织能力的表现为维度的《高中生物理问题解决过程中认知结构的自组织能力调查问卷》，并利用此问卷进行了实际测查。运用spss统计软件对问卷进行质量评估的结果表明，该问卷具有较高的可信度和一定的效度。另外，我们还进一步统计分析了高中学生在解决物理问题过程中认知结构的自组织能力的发展水平，及与物理学习成绩、学生所在年级、学生性别的关系，统计结果表明：高中学生物理问题解决过程中认知结构的自组织能力及其各维度能力的发展均处于中等偏上的水平，高年级学生的自我规划性、自我适应性、自我调节性能力明显提高，但自我激活性、自我定向性、自我控制性有所下降，女生除自我激活性高于男生外，其余各项维度均低于男生。进而我们提出了提高学生认知结构的自组织能力的培养策略。更多还原

【Abstract】 Cognitive learning theory emphasizes the subjective function of organism itself, and it considers that learning is a way of altering cognitive structure. Base on the analysis of cognitive learning theory, we realized that brain possesses the characteristic on which one’s own knowledge structure can be processed and reassembled according to the learning task, and this characteristic is called self-organization of cognitive structure.According to the characteristics of physics subject teaching and the view of cognitive learning theory, combining with the thinking process in physics problem solving, through introducing some concepts, for instance, “entropy in Non-balanced statistic physics”, “self-organization phenomena”, and “fluctuation”, etc, we attempt to measure and evaluate the high school students’ self-organization ability in physics problem solving so as to arouse our attention to cultivating of it and offer a reference for the reform in the physics instruction as well.To achieve the aim, we have consulted many literatures concerned and made an analysis on the related cognitive learning theory, finally we concluded six aspects of self-organization ability existing in students’ cognitive structure during the process of physics problem solving, including the self-activation, self-direction, self-planning, self- adaptability, self- adjustability, self-control. By referencing on related questionnaire, scales, and combining my high school teaching practice as well as conversation with high school teachers and students, I drafted the original “questionnaire on high school students’ self-organization ability in physics problem solving”, mainly focusing on the behavior of students’ self-organization ability in cognitive structure. Then I took the survey using the questionnaire. After analyzing the data of the formal questionnaire using SPSS, I found that it has a high reliability and validity. <WP=6>In addition, I analyze the developing level, characteristics and rules of the self-organization ability in high school students’ physics problem solving as well as its relationship with physics learning achievement. The results of the statistics indicate that the developments of the high school students’ self-organization ability and the abilities of its various aspects are all above the average level. Senior students’ abilities of self-planning, self- adaptability, self- adjustability increase obviously, but some other aspects such as self-activation, self-direction, self-control, decrease to some extent, most of the schoolgirls’ aspects are lower than those of schoolboys except for the self-activation ability. In conclusion, I bring forward the effective strategies for the ability cultivating.更多还原