本文選題：初中學(xué)生 + 空間與圖形��； 參考：《西南大學(xué)》2007年博士論文

【摘要】： 認(rèn)知技能是個(gè)體在認(rèn)知領(lǐng)域解決問題的一種能力，與一般解決問題的能力相比，這種能力是問題解決者通過對問題情境的認(rèn)知并運(yùn)用概念、規(guī)則解決認(rèn)知領(lǐng)域問題的能力。認(rèn)知技能既包括利用習(xí)得概念、規(guī)則解決問題的能力，也包含對相關(guān)概念、規(guī)則情境適用性的認(rèn)知監(jiān)控能力。 認(rèn)知技能獲得則從動(dòng)態(tài)性的縱向?qū)用鎭硖接懻J(rèn)知技能的學(xué)習(xí)過程，，指個(gè)體在特定領(lǐng)域的認(rèn)知任務(wù)中從陳述性規(guī)則習(xí)得、陳述性規(guī)則程序化到程序化規(guī)則條件化的完整過程。對認(rèn)知技能獲得過程的研究有利于深刻理解認(rèn)知技能的實(shí)質(zhì)，有利于認(rèn)知技能獲得的教學(xué)設(shè)計(jì)。 教學(xué)策略是教師知識結(jié)構(gòu)的核心組成部分，是教師指向教學(xué)目標(biāo)并適應(yīng)學(xué)生學(xué)習(xí)需要的教學(xué)行為方式，教學(xué)策略是將教學(xué)理論轉(zhuǎn)化為教學(xué)實(shí)踐的橋梁。 基于國內(nèi)外已有研究，本研究提出了集學(xué)習(xí)過程、教學(xué)過程和認(rèn)知技能獲得階段于一體的認(rèn)知技能獲得的生態(tài)化系統(tǒng)化的教學(xué)模型；綜合認(rèn)知負(fù)荷理論、建構(gòu)主義學(xué)習(xí)理論、情境認(rèn)知理論和遷移的ACT-R理論，提出并詳細(xì)探討了教學(xué)材料表征策略(數(shù)形分離、數(shù)形整合和目標(biāo)任意)、練習(xí)材料的結(jié)構(gòu)變異和問題生成策略以及條件認(rèn)知和教學(xué)反饋策略分別對認(rèn)知技能獲得不同階段學(xué)習(xí)的有效性。由此構(gòu)成本研究的三項(xiàng)基本研究： 研究一：通過初中數(shù)學(xué)空間與圖形樣例教學(xué)材料的數(shù)形分離與常規(guī)教學(xué)、數(shù)形分離與數(shù)形整合、目標(biāo)確定與目標(biāo)任意的教學(xué)表征策略的比較研究，探討了其對陳述性規(guī)則獲得過程(質(zhì)的分析)和結(jié)果(量的分析)的影響。 研究二：分別探討練習(xí)材料的結(jié)構(gòu)變異和問題生成表征策略對技能程序化的影響，我們既從量的層面也從質(zhì)的層面探討教學(xué)策略對認(rèn)知技能熟練化的影響。 研究三：從技能遷移的角度探討條件認(rèn)知和教學(xué)反饋策略對認(rèn)知技能條件化的影響，在此階段，學(xué)習(xí)者將自己習(xí)得概念、規(guī)則的運(yùn)用指向課堂教學(xué)情境之外的生活化空間與圖形問題，既強(qiáng)調(diào)技能在相似情境中的運(yùn)用，也重視在不同情境中的運(yùn)用。 通過上述三個(gè)方面的探討，本研究得出了如下結(jié)論： 1．與傳統(tǒng)數(shù)學(xué)空間與圖形“講授+練習(xí)”的教學(xué)程式相比，以樣例表征的空間與圖形教學(xué)材料，能更好地促進(jìn)四邊形相關(guān)概念、規(guī)則的學(xué)習(xí)。 2．與數(shù)形分離的教學(xué)材料相比，數(shù)形整合的教學(xué)材料表征可以節(jié)省學(xué)生學(xué)習(xí)同樣材料的時(shí)間，而且也能促進(jìn)學(xué)生概念和規(guī)則的學(xué)習(xí)。 3．在空間與圖形問題解決中，目標(biāo)任意的教學(xué)表征策略比目標(biāo)確定的表征策略能更為有效地促進(jìn)認(rèn)知技能獲得初期陳述性規(guī)則的習(xí)得，是對概念、規(guī)則學(xué)習(xí)以及思維靈活性培養(yǎng)的一種非常有效的教學(xué)策略。 4．在認(rèn)知技能獲得的程序化階段，與低變異的材料表征相比，高變異的材料表征能更有效促進(jìn)認(rèn)知技能由陳述性形態(tài)向程序性形態(tài)轉(zhuǎn)化，這種促進(jìn)效應(yīng)對高成績者學(xué)生群體顯得更為明顯和有效。 5．與問題外加的教學(xué)策略相比，問題生成的教學(xué)策略訓(xùn)練能有效促進(jìn)個(gè)體解決問題的能力，其中問題生成策略的訓(xùn)練對高成績者的解題效應(yīng)更為明顯，而如何生成問題的訓(xùn)練則明顯改善了低成績者生成問題的表述方式。 6．與低清晰的教學(xué)表征策略相比，以“如果／那么”規(guī)則表征的高清晰教學(xué)材料在四邊形面積計(jì)算的遠(yuǎn)近遷移測驗(yàn)中均出現(xiàn)遷移效應(yīng)，而且在遠(yuǎn)遷移測驗(yàn)中的遷移效應(yīng)更為明顯。 7．在微量式、指錯(cuò)式、過量式和糾錯(cuò)式四種教學(xué)反饋策略中，糾錯(cuò)式反饋比其它三種反饋策略在遠(yuǎn)近遷移的測驗(yàn)中穩(wěn)定地促進(jìn)了被試的遷移成績，是一種簡便易行且非常有效的教學(xué)反饋策略；四種反饋策略中，微量式和指錯(cuò)式反饋策略效果最差。 8．本研究構(gòu)建的集學(xué)習(xí)過程、認(rèn)知技能獲得階段及促進(jìn)認(rèn)知技能獲得教學(xué)策略于一體的認(rèn)知技能獲得的教學(xué)模型是可行的、合理的。 認(rèn)知技能獲得是學(xué)生學(xué)校學(xué)習(xí)的主要任務(wù)，認(rèn)知技能獲得的教學(xué)策略研究是教學(xué)心理學(xué)及教學(xué)有效性研究關(guān)注的永恒主題；認(rèn)知技能獲得過程及其教學(xué)策略探討有利于洞察知識獲得過程的實(shí)質(zhì)，深刻理解現(xiàn)代知識分類的性質(zhì)，為認(rèn)知技能獲得的教學(xué)設(shè)計(jì)、優(yōu)化教學(xué)情境、促進(jìn)高效率教與學(xué)提供理論支撐和方法指導(dǎo)。 本研究的創(chuàng)新點(diǎn)：第一，提出了將學(xué)習(xí)過程、認(rèn)知技能獲得階段及促進(jìn)認(rèn)知技能獲得的教學(xué)策略整合于一體的認(rèn)知技能獲得的教學(xué)模型；第二，嘗試從認(rèn)知技能獲得的全程研究促進(jìn)技能獲得的教學(xué)策略；第三，提出了階段適用性和有效性的主策略，即教學(xué)材料表征策略、練習(xí)變異與問題生成策略以及條件認(rèn)知與反饋策略，不同階段的教學(xué)策略雖然難以截然分開，但它們有著特定階段的技能促進(jìn)功能；第四，探討了促進(jìn)認(rèn)知技能遷移的條件化認(rèn)知教學(xué)策略，這種策略既重視對問題情境條件的認(rèn)知，又將問題情境條件與個(gè)體的產(chǎn)生式表征貯存聯(lián)系起來；第五，系統(tǒng)探討了初中數(shù)學(xué)空間與圖形領(lǐng)域?qū)W生認(rèn)知技能獲得的教學(xué)策略促進(jìn)效應(yīng)，在國內(nèi)的同類研究中，具有前沿性和探索性特點(diǎn)。
[Abstract]:Individual cognitive skills is an ability to solve problems in the cognitive domain, compared with the general ability to solve problems, the ability of solving problems is the problem situation and the use of the concept of cognitive ability, cognitive rules to solve the problem in the field of cognitive skills. Not only include the use of learning concept, ability to solve problems, also includes the related concepts, cognitive monitoring ability for rules of situations.
From the vertical aspect of dynamic to the learning process of cognitive skills acquisition of cognitive skills, refers to the individual in specific areas of cognitive tasks from declarative rules acquisition, a complete program to process declarative rules procedural rules. The conditions of essence of cognitive skill acquisition process research is conducive to a deep understanding of cognitive skills, help the teaching design of cognitive skill acquisition.
The teaching strategy is the core part of the knowledge structure of teachers, teachers to the teaching goals and teaching behavior to adapt to the learning needs of students, the teaching strategy is the bridge of teaching theories into teaching practices.
Based on the existing research at home and abroad, this study proposes a set of learning process, the teaching model of ecological system of cognitive skills in the teaching process and cognitive skill acquisition stage in one obtained; comprehensive cognitive load theory, constructivist learning theory, situated cognition theory and migration theory of ACT-R, puts forward and discusses the characteristics of teaching strategies (the number of separate, N-G integrated and arbitrary), practice variation and material conditions and cognitive feedback generation strategies and teaching strategies of cognitive skills obtained at different stages of learning. The performance of the three basic form of this study:
A study by the number of separation of junior high school mathematics teaching material sample space and graphics and conventional teaching, number shape separation and N-G integrated, comparative study of teaching strategies and target characterization of arbitrary target, to explore the process of declarative rules (qualitative analysis) and results (quantitative analysis) effect.
Study two: To explore effect of practice variation and material production representation strategy on programming skills, we not only from the amount of level from the aspect of the quality of teaching strategies on the mastery of cognitive skills influence.
Study three: To investigate the condition of cognition and teaching effect of feedback on cognitive skill, strategy conditions at this stage from the transferring perspective, learners apply their learned concepts, application of the rules to living space and graphics issues outside the classroom teaching situation, emphasizing skills in using similar situation, also pay attention to the use of the different in the situation.
Through the discussion of the above three aspects, the research conclusions are as follows:
Compared with the traditional mathematics teaching program 1. space and graphics "teaching + practice", in space and graphics teaching material sample representation, can promote the quadrilateral concepts better, learning rules.
2. compared with the number and shape separation of teaching materials, teaching materials characterization of N-G integrated learning materials also can save time, but also can promote students' learning concepts and rules.
3. in space and graphics in problem solving, characterization of strategy teaching representation strategy goal free than objectives can more effectively promote cognitive skills at the declarative rules acquisition is the concept of a learning rule, and cultivate the flexibility of thinking very effective teaching strategies.
The program of stage 4. in the acquisition of cognitive skills, compared with the material characterization of low variation, material characterization of high variability can be more effective in promoting cognitive skills from declarative to procedural form transformation, this effect of high grade students is more obvious and effective.
Compared with 5. additional problems of teaching strategies, teaching strategies training can effectively promote the generation of individual ability to solve the problem, the problem solving effect generation strategy training on high performance is more obvious, and the problem of how to generate training can significantly improve the problem of low performance production way.
6. compared with the teaching low representation strategy clear, "if / then" rules of the characterization of high definition of teaching materials in the quadrilateral distance transfer test area calculation were found in the effects of migration, in near and far transfer effect in the test is more obvious.
7. in the trace, the wrong type, excess type and error correction of four kinds of teaching strategies in feedback, corrective feedback than the other three kinds of feedback strategies in distance migration test steadily promote migration of achievement of subjects, is a simple and effective teaching feedback strategy; four feedback strategy the wrong type, trace and feedback effect is the worst.
The construction of the 8. in the learning process, the teaching model of cognitive skill cognitive skill acquisition stage and promote teaching strategy in one cognitive skill acquisition is feasible and reasonable.
Cognitive skill acquisition is the main task of students learning, teaching strategies of cognitive skill acquisition is the eternal subject of attention to teaching psychology and teaching effectiveness research; process and Study on the teaching strategies is to obtain insight into the process of knowledge acquisition of cognitive skills, deep understanding of the nature of modern knowledge classification, teaching design for cognitive skills. The optimization of the teaching situation, to promote the efficiency of teaching and learning to provide theoretical support and guidance.
The innovation of this study: first, the process of learning, cognitive skill acquisition stage and promote the teaching model of cognitive skill acquisition of cognitive skills teaching strategies in one of the obtained; second, try to get from the course of the study of cognitive skills and promote acquired skills and teaching strategies; third, the stage is suitable and effective the main strategy, namely teaching material characterization strategy, practice variation and problem generation strategies and cognitive and feedback strategies, different stages of teaching strategies while it is difficult to separate, but they had a stage specific skills to promote function; fourth, to promote the transfer of cognitive skills of cognitive teaching strategies, this strategy not only pay attention to the cognition of problem-solving conditions, and generative characterization of storage link problem situation and individual conditions; fifth, the system discusses the junior high school mathematics. With the graphic field of students' acquisition of cognitive skills teaching strategies for promoting effect in domestic research, pioneering and exploratory characteristics.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2007
【分類號】：G442

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 黃梅;基于三維目標(biāo)的化學(xué)教學(xué)策略研究[D];西南大學(xué);2009年

相關(guān)碩士學(xué)位論文 前3條

1 張強(qiáng);提高初中數(shù)學(xué)課堂教學(xué)有效性的策略和實(shí)踐研究[D];湖南師范大學(xué);2010年

2 費(fèi)麗平;初中生平行四邊形認(rèn)知水平研究[D];東北師范大學(xué);2009年

3 丁向陽;高中物理教學(xué)創(chuàng)造有意義的學(xué)習(xí)經(jīng)歷[D];湖南師范大學(xué);2010年

本文編號：1756074