【作者】 李晓晓； 张金宝； 苏娟； 阴国恩；

【Author】 Li Xiaoxiao;Zhang Jinbao;Su Juan;Yin Guoenn;The institute of psychology and behavior of Tianjin normal university;

【机构】 天津师范大学心理与行为研究院；

【摘要】 对学生类别学习能力的培养可以提高学生的问题表征能力以及解题效率,类别学习策略是领域知识建构的重要认知策略,运用不同的类别学习策略去学习知识,在表征物理学科领域问题的时候所表现出来的心理活动是有差异的,问题表征总是伴随着分类策略的运用。本实验在对高中生物理学科进行类别学习策略干预教学训练后,进行问题表征的眼动研究分析。以6道中等难度物理题目为实验材料,针对山东省某高级中学高二年级学生进行2(学业水平:优、差)×2(分类策略倾向:样例策略倾向、规则策略倾向)×2(干预与否:干预组、对照组)的混合实验设计实验研究。实验有效被试48人,其中学业水平分组依据为:学优生为参与干预实验的班级中月考与期中物理平均成绩80分以上的学生,学困生为参与干预实验的4个班级中月考与期中物理平均成绩59分以下的学生。分类策略倾向的分类主要以前期调查研究的分类为依据。干预与否以进行类别学习策略干预训练的为干预组,以未进行类别学习策略训练的为对照组。通过比较被试在问题各兴趣区内的眼动指标,推断其在问题解决过程中,进行问题表征以及信息加工的特点及规律。结果表明(1)干预训练对样例策略倾向学生题干阅读效率的提高更有效;(2)规则策略倾向学生更偏好于示意图的加工,样例策略倾向学生更倾向于题干文字内容的加工。更多还原

【Abstract】 Category learning strategy is an important knowledge construction strategy in cognitive domain, students can use different strategies to learn knowledge. To cultivate the student’s ability of category learning can improve students’ ability of problem representation as well as efficiency of problem solving. This experiment conducts an eye movement research to study the different problem representation models among students that accept the intervention experiment. The experiment use 6 medium difficulty physics problems as experimental material and be conducted in students of grade 2 in a senior high school in Shandong province. It is a 2(Education level: excellent, poor) × 2(Classification strategy tendency: sample strategy, rule strategy) × 2(Intervention: intervention group, control group) mixed design.The experiment shows that:(1) Category learning strategy training can enhance the efficiency of questions-stems reading of sample strategy orientation students so much better than rule strategy ones.(2) Rule strategy students tend to prefer processing drawing, while sample strategy students are more inclined to do text processing as they solve the physical problems.更多还原