樣例設(shè)計及呈現(xiàn)方式對學(xué)習(xí)代數(shù)運算規(guī)則的促進
發(fā)布時間：2018-11-17 07:52
【摘要】：為了考察"解釋法"、"解釋-標記法"兩種樣例設(shè)計方法及其"分步呈現(xiàn)"方式對六年級小學(xué)生學(xué)習(xí)代數(shù)運算規(guī)則的促進作用,以六年級小學(xué)生為被試,以"完全平方和"和"平方差"代數(shù)運算樣例為學(xué)習(xí)材料,進行了3項實驗研究。結(jié)果表明:(1)采用"解釋法"設(shè)計"完全平方和"和"平方差"的代數(shù)運算樣例,明顯提高了代數(shù)運算規(guī)則的樣例學(xué)習(xí)效果。(2)在"解釋法"設(shè)計的樣例上添加"運算標記"要運用適當,如果運用不當,特別是"運算標記"過多時,容易增加樣例學(xué)習(xí)的認知負荷,從而降低標記的使用效果。(3)對于運算步驟和"運算標記"過多的樣例,采用被試自主控制的"分步呈現(xiàn)"運算步驟的樣例學(xué)習(xí)方式,其學(xué)習(xí)效果顯著優(yōu)于整體呈現(xiàn)樣例的學(xué)習(xí)效果。
[Abstract]:In order to investigate the effect of "interpretation method", "explaination-mark method" and "stepwise presentation" on the learning algebraic operation rules of primary school students in grade six, the sixth grade pupils were selected as subjects. Taking the example of the algebraic operation of "complete square sum" and "square difference" as the learning material, three experiments were carried out. The results show that: (1) the algebraic operation sample of "complete square sum square difference" is designed by "interpretation method". It obviously improves the learning effect of the example of algebraic operation rules. (2) it is appropriate to add "arithmetic mark" to the sample of "interpretation method" design, if it is not used properly, especially when "arithmetic mark" is too much, It is easy to increase the cognitive load of the sample learning, thus reducing the effect of the use of markers. (3) for the example with too many operational steps and "operational markers", the sample learning method of "step by step presentation" operation step by step controlled by the subjects is adopted. Its learning effect is better than that of the whole sample.
【作者單位】： 遼寧師范大學(xué)心理學(xué)院;
【基金】：國家自然科學(xué)基金項目(30970888)
【分類號】：G623.5
本文編號：2337025
[Abstract]:In order to investigate the effect of "interpretation method", "explaination-mark method" and "stepwise presentation" on the learning algebraic operation rules of primary school students in grade six, the sixth grade pupils were selected as subjects. Taking the example of the algebraic operation of "complete square sum" and "square difference" as the learning material, three experiments were carried out. The results show that: (1) the algebraic operation sample of "complete square sum square difference" is designed by "interpretation method". It obviously improves the learning effect of the example of algebraic operation rules. (2) it is appropriate to add "arithmetic mark" to the sample of "interpretation method" design, if it is not used properly, especially when "arithmetic mark" is too much, It is easy to increase the cognitive load of the sample learning, thus reducing the effect of the use of markers. (3) for the example with too many operational steps and "operational markers", the sample learning method of "step by step presentation" operation step by step controlled by the subjects is adopted. Its learning effect is better than that of the whole sample.
【作者單位】： 遼寧師范大學(xué)心理學(xué)院;
【基金】：國家自然科學(xué)基金項目(30970888)
【分類號】：G623.5
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