【摘要】 基于学科逻辑的知识组织方式易造成概念理解碎片化，导致所学知识难以在情境性任务中迁移应用。针对该问题，本研究提出以核心概念的认知逻辑整合知识教学的观点。本研究以数据类型、信息输入、算法设计和结果输出四个核心概念构建了C语言知识塔式结构图，并设计了学习路径。采用基于设计的研究和准实验研究方法，在某高校非计算机专业C语言课程中开展了实证研究。结果表明，实验组课程延迟测试表现显著优于对照组且构建起四个核心概念之间的本质联系，形成具有真实问题解决价值的认知网络。研究发现，基于核心概念的知识表征模型能够促使学生使用具体抽象协同思维来加工整理零散概念，形成对学科知识的整体理解；通过组合练习或交错练习等让学习产生必要难度促进学生对概念的深层理解和长时记忆，有助于构建更具灵活性的认知结构。本研究提出在课程中以贯穿核心概念的进阶式理解来组织和编排教学内容，参照SOLO模型定位学生概念学习中的最近发展区，根据核心概念获得中的长短期效应调整阶段性教学目标，实施差异化教学等建议。更多还原

【Abstract】 This research addresses issues such as fragmented understanding of concepts in the knowledge organization pattern based on disciplinary logic within course instruction, which hinder the transfer and application of knowledge in contextual tasks. It proposes a perspective on knowledge instruction that integrates cognitive logic based on core concepts. Focusing on C programming instruction, a pyramidal knowledge structure diagram with four core concepts:data types, information input, algorithm design, and result output was constructed, and learning pathways for the core concepts were designed using knowledge maps. Employing Design-based research(DBR) and quasi-experimental research methods, the study was conducted over two iterations in a C language course at a university. The results indicated that the experimental group significantly outperformed the control group on a delayed test of C programming ability. Furthermore, students in the experimental group successfully established connections between the four core concepts, forming a cognitive network with genuine problem-solving value. The study found that the core concept-based model enables students to form concrete-abstract coordinated thinking to process and organize scattered concepts,forming a holistic understanding of subject knowledge; it also promotes students’ deep understanding and long-term memory of concepts by introducing the desirable necessary difficulty through methods such as combined practice or interleaved practice of core concepts,and constructs more flexible cognitive structures. The study recommends to organize and structure teaching content around the progressive understanding of core concepts and to locate students’ zone of proximal development based on the SOLO model. Additionally,differentiated instruction should be applied by adjusting staged teaching objectives based on the short-term and long-term effects of acquiring core concepts.更多还原