【作者】 袁艳芳；

【导师】 刘电芝；

【作者基本信息】 苏州大学 ， 发展与教育心理学， 2008， 硕士

【摘要】 在21世纪学习化社会教育使命的指引下,本着对当前学习策略教学的思考,并在以往策略教学基于整体训练研究基础上,对不同层次学生实施因材施教的策略教学实验,考察不同策略教学方法的效果。已有研究表明,在学习策略教学中,学生的认知水平、知识水平是策略教学中一个不容忽视的重要影响因素,策略训练的效应对不同水平、不同层次的学生会产生不同的结果。本实验选取了彩香小学五年级(六)、(七)、(八)班全体学生作为被试,对三个班级分别采取了分享型策略调控方法、松散型策略调控方法和强制型策略调控方法,进行简化策略、图解策略、联想策略、逆推策略四种解题策略的训练。得到如下结论:1.通过应用题解题策略培训,实验前后学生应用题解题能力存在显著差异,表明策略教学的普及已势在必行。2.策略教学不同调控方法对不同层次学生产生了不同影响。比较在三种策略调控方法中学生的进步程度,好生进步程度的顺序依次为:松散型、分享型、强制型,松散型和强制型差异显著。中等生进步程度的顺序依次为:强制型、分享型、松散型,但是三者均没达到显著差异。差生受益的顺序依次为:强制型、分享型、松散型,其中强制型与松散型,分享型和松散型,差异均达到显著水平。3.实验在提高学生解题能力的同时,受到学校等方面好评。更多还原

【Abstract】 In the 21 century, the learning society make more and renewed demands of education, and considering about the teaching of learning strategies,the past study on the training of learning strategies is based on the whole students. So carry through the individualized teaching experiment to check the validity of the regulation to the teaching of learning strategies based on the level of students. The foregone research indicate: in the teaching of learning strategies, the cognitive level of learners is an attentional and important factor. It reveals that the effect of the learning strategies training is different to the different level of students. In order to testify this, our experiment chooses Class 6, 7 and 8 in Grade Five of Cai Xiang primary school as tested. Train them the simplified strategy, graphical strategy, associational strategy and converse strategy. The main results of this research are the following:1. Through the strategies training, the ability of students to solve the problem is significantly improved after the training. It shows that it is obligatory to popularize the training of learning strategies. Among three regulations, compulsive regulation makes maximal progress to students.2. The different regulations of teaching of strategies bring different effects to different levels of students. Comparing the degree of progress made by students in three regulations, it found: the order of the upper learners is best in the incompact regulation, better in Shared regulation, worst in compulsive regulation, and the difference between incompact regulation and compulsive regulation is significant. The order of the medium learners is best in the compulsive regulation, better in shared regulation, worst in incompact regulation, and the difference is not significant among three regulations. The order of the lower learners is best in the compulsive regulation, better in Shared regulation, worst in incompact regulation and the difference between compulsive regulation and shared regulation is significant, also the difference between compulsive regulation and incompact regulation is significant.3. The experiment improves the students’ability of solving problem, at the same time it is grateful by school and other fields.更多还原