本文關(guān)鍵詞： 元認(rèn)知型出聲思維 非元認(rèn)知型出聲思維 認(rèn)知?dú)v程 學(xué)習(xí)軟件　出處：《南京師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著對教育本質(zhì)認(rèn)識(shí)的加深,人們越來越關(guān)注學(xué)生自身發(fā)展,教學(xué)中提倡根據(jù)學(xué)生的特點(diǎn)因材施教,但實(shí)際教學(xué)中對學(xué)生的學(xué)習(xí)與認(rèn)知水平診斷大多數(shù)是根據(jù)學(xué)生的外在表現(xiàn)或者是依據(jù)教師歷年來的教學(xué)經(jīng)驗(yàn),缺乏一個(gè)相對客觀的信息來源。隨著對思維的進(jìn)一步深入研究,出聲思維可將人類內(nèi)隱心理過程轉(zhuǎn)化為外部語言,在獲取實(shí)驗(yàn)對象的認(rèn)知?dú)v程方面具有較大的優(yōu)越性。本研究通過查閱出聲思維基本理論及應(yīng)用研究等相關(guān)資料與文獻(xiàn),將出聲思維劃分為非元認(rèn)知型出聲思維和元認(rèn)知型出聲思維兩種,并設(shè)計(jì)適合本研究使用的出聲思維編碼表。為了獲取學(xué)生在問題解決過程中的整個(gè)認(rèn)知?dú)v程及使用到的學(xué)習(xí)策略,驗(yàn)證出聲思維對學(xué)生學(xué)習(xí)效果的影響,本研究選定小學(xué)五年級(jí)小數(shù)乘法這一知識(shí)點(diǎn)設(shè)計(jì)了教育實(shí)驗(yàn),教育實(shí)驗(yàn)共分為兩個(gè)階段。第一階段實(shí)驗(yàn)即預(yù)研實(shí)驗(yàn),學(xué)生在問題解決過程中采用非元認(rèn)知型出聲思維、元認(rèn)知型出聲思維及靜默三種方式,使用NVivo10軟件分析學(xué)生的語音數(shù)據(jù)并結(jié)合紙質(zhì)試卷答案,獲取不同水平學(xué)生在解決不同難度問題時(shí)的問題表征、解題策略及策略執(zhí)行的內(nèi)在程序,探索學(xué)生問題解決過程中的學(xué)習(xí)策略尤其是元認(rèn)知策略的應(yīng)用狀況。第二階段實(shí)驗(yàn)是通過預(yù)研實(shí)驗(yàn)獲取學(xué)生在小數(shù)乘法問題中存在的共性問題,設(shè)計(jì)游戲化的學(xué)習(xí)軟件,使用學(xué)習(xí)軟件與傳統(tǒng)紙質(zhì)兩種方式輔助學(xué)生訓(xùn)練,通過SPSS軟件分析不同的訓(xùn)練方式以及不同出聲思維方法對學(xué)生學(xué)習(xí)效果的影響。
[Abstract]:With the deepening of the understanding of the essence of education, people pay more and more attention to the development of students themselves. However, in actual teaching, the diagnosis of students' learning and cognitive level is mostly based on the students' external performance or teachers' teaching experience over the years. Lacking of a relatively objective source of information, with the further study of thinking, vocal thinking can transform human implicit psychological process into external language. This study has great superiority in obtaining the cognitive process of experimental subjects. This study through consulting the basic theory of sound thinking and applied research and other relevant materials and literature. In this paper, we divide out thinking into two types: non-metacognitive thinking and metacognitive thinking. In order to obtain the whole cognitive process and learning strategies used by students in the process of problem solving, the influence of sound thinking on students' learning effect is verified. This research selected the fifth grade elementary school decimal multiplication this knowledge point to design the education experiment, the education experiment altogether divides into two stages. The first stage experiment is the pre-research experiment. In the process of problem solving, students adopt three ways: non-metacognitive thinking, meta-cognitive thinking and silence, and use NVivo10 software to analyze students' phonetic data and combine with paper answers. To obtain the problem representation of students at different levels in solving different difficulty problems, problem solving strategies and the internal procedures of strategy execution. This paper explores the application of learning strategies, especially metacognitive strategies, in the process of solving students' problems. Design gameplay learning software, using learning software and traditional paper two ways to assist students in training. The effects of different training methods and different thinking methods on students' learning effect were analyzed by SPSS software.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 連四清;思維障礙的排除[J];中國教育學(xué)刊;2000年02期

，

本文編號(hào)：1488912