场认知风格与高中生“物质的量”问题解决的关系研究

【作者】 周媛；

【导师】 李广洲；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 为了拓展与深化场认知风格的研究领域，本文作者在现有研究基础上，以现代认知心理学和信息加工心理学的理论和观点为指导，采取大样本团体测试与出声思维的个案分析相结合的方法，着重探讨场认知风格与高中生“物质的量”问题解决心理机制的关系。研究者利用镶嵌图形测试对被试的场认知风格进行了划分，在此基础上，使用了自行设计的元认知测试、“物质的量”测试、“物质的量”口语报告问题任务等材料对不同场认知风格的学生进行了测查。研究结果表明：(1)镶嵌图形测试结果与个体的性别有关，与其成长环境无太大关系。(2)场认知风格与高中生“物质的量”问题解决存在一定的关系。首先，场独立者的化学学业成绩要优于场依存者；其次，场独立者在问题表征与策略选取上要明显优于场依存者；最后，不同场认知风格学生在处理难易适中或创变类问题时才会表现显著差异。(3)场独立者的元认知水平高于场依存者，而元认知水平会间接地(通过表征)对问题解决产生影响。基于上述结论，作者对教学实践以及场认知风格的研究方法提出了思考与建议。更多还原

【Abstract】 In order to develop and deepen the field cognitive style research area, the study is under the directions of the Cognitive Psychology and Information Processing Psychology, using large sample test and think-aloud protocols, we explore the relationship between Field Dependence-Independence cognitive style and the problem-solving psychological mechanism of senior students about amount of substance. We divide the testee by EFT score. The testing materials consist of Metacognition Level Test, Amount of Substance Test and Amount of Substance Problem-solving, which are designed by the researcher to explore the difference between the field-dependent students and field-independent students. The result shows: (1) EFT results correlate with the individual sex, whereas has not too greatly related with the growth environment. (2) Field Dependence-Independence cognitive style relates with the problem-solving of senior students about amount of substance. Firstly, the field independent students’ chemistry academic achievements are higher than field dependent ones. Secondly, the field independent students do well in the degree of presentation and the selection of strategy than the field dependent ones. Finally, there is obvious difference in the problem-solving behavior when the problem is moderately difficult or creative. (3) Metacognition level of the field independent students is higher than field dependent ones, which has the influence by presentation to the problem-solving indirectly.Based on the above conclusions, we propose several suggestions to the teaching practice as well as the research means of the field cognitive style.更多还原