本文選題：學習時間分配　切入點：基于議程調節(jié)模型　出處：《浙江師范大學》2014年碩士論文　論文類型：學位論文

【摘要】：當前的基礎教育改革倡導“自主式課堂”教學模式。在這種教學模式中,學習者學習時間分配決策能力顯得尤為重要。如何更好的分配學習時間,以提高學習效率,是眾多學習者面臨的一大問題。因此,對學習者的學習時間分配開展實驗研究,無論是對學習時間分配理論機制的豐富,還是對教育教學工作的指導,都具有一定的價值和意義。 學習時間分配是指學習者將時間資源分配到不同學習任務上的計劃行為(李偉健,家曉余等,2013)。它反映了學習者對任務的理解和選擇性參與的能力(PerfectSchwartz,2002),是元認知控制研究的重要指標(MetcalfeShimamura,1994)..Dunlosky和Ariel(2011)認為,影響學習者學習時間分配主要有兩類因素——議程和習慣性反應。兩者之間的關系逐漸成為這一領域的研究熱點(Ariel,HarthyDunlosky,2011;ArielDunlosky,2012),同時,決策領域對“個體異質性”的研究熱潮給我們以啟示——學習時間分配的個體差異也值得探究。 本研究采用Ariel和Dunlosky(2012)的范式,由3個實驗組成,均為6×3被試內設計,自變量為項目呈現順序水平和項目分值大小。因變量為回憶成績、自定步調學習時間和項目選擇。實驗1探討項目呈現順序及分值大小對學習時間分配的影響,以此揭示學習時間分配中議程和習慣性反應的關系。結果發(fā)現,無論在哪種呈現順序下,個體首選列表左邊項目和列表高分項目的平均比例不存在顯著差異。實驗2和實驗3從個體差異角度出發(fā),分別探討個體認知反思能力和沖動性對學習時間分配的影響,以此檢驗議程和習慣性反應對學習時間分配的作用程度。實驗2結果發(fā)現,個體認知反思能力水平與首選列表左邊項目的平均試次數之間存在顯著負相關,而與首選列表高分項目的平均試次數之間存在顯著正相關；同時,啟發(fā)型決策風格個體首選列表左邊項目的平均試次數顯著高于列表高分項目,而分析型決策風格個體與此相反。實驗3結果發(fā)現,個體沖動性水平與首選列表左邊項目的平均試次數之間存在顯著正相關,而與首選列表高分項目的平均試次數之間存在顯著負相關。 研究得出以下結論： (1)議程和習慣性反應共同作用于學習時間分配。 (2)個體認知反思能力影響學習時間分配。在項目選擇上,啟發(fā)型決策風格個體表現出更多的習慣性反應；而分析型決策風格個體更多執(zhí)行“優(yōu)選高分項目”議程。 (3)個體沖動性影響學習時間分配。在項目選擇上,沖動性越高的個體表現出更多的習慣性反應。
[Abstract]:The current reform of basic education advocates the teaching mode of "autonomous classroom". In this teaching mode, the decision ability of learner's learning time allocation is particularly important. How to allocate learning time better in order to improve learning efficiency, Therefore, to carry out experimental research on learners' learning time allocation is not only to enrich the theoretical mechanism of learning time allocation, but also to guide the teaching and learning work. All have certain value and significance. Learning time allocation refers to the learner's planning behavior of allocating time resources to different learning tasks (Li Weijian, It reflects the learners' ability to understand and participate selectively in tasks. It is an important indicator of metacognitive control studies, according to Metcalfe Shimamura1994.Dunlosky and Arieli 2011. There are two kinds of factors that influence learners' learning time allocation: agenda and habitual reaction. The relationship between the two factors has gradually become a hot research topic in this field, Arieli HarthyDunlosky 2011 and Ariel Dunlosky 2012.At the same time, the relationship between the two factors has become a hot topic in this field. The upsurge of research on individual heterogeneity in the field of decision making enlightens us that the individual differences in the allocation of learning time are also worth exploring. This study adopts the paradigm of Ariel and Dunlosky 2012), which is composed of three experiments, all of which are designed by 6 脳 3 subjects. The independent variables are the order level of the items and the value of the items, and the dependent variables are the recall scores. In experiment 1, the effects of item presentation order and score on the allocation of learning time were discussed, and the relationship between agenda and habitual reaction in learning time allocation was revealed. In either order of presentation, there was no significant difference in the average proportion of the items on the left side of the preferred list and the high score items in the list. The effects of individual cognitive reflective ability and impulsiveness on learning time allocation were investigated to test the effect of agenda and habitual reaction on learning time allocation. There was a significant negative correlation between the level of individual cognitive reflective ability and the average number of tests in the items on the left side of the list of preferences, while there was a significant positive correlation between the level of the ability of individual cognitive reflection and the average number of tests in the items with high scores in the preferred list. The average test times of the items on the left side of the first list of heuristic decision style individuals were significantly higher than those of the high score items in the list. There was a significant positive correlation between individual impulse level and the average number of tests on the left side of the first preference list, but a significant negative correlation between the level of individual impulse and the average test number of the high score item in the first preference list. The study draws the following conclusions:. Agenda and habitual reaction act together on learning time allocation. 2) individual cognitive reflective ability influences learning time allocation. In item selection, the individual of heuristic decision style shows more habitual reaction, while the analytical decision style individual carries out the agenda of "excellent selection and high score item" more frequently. 3) individual impulsiveness affects learning time allocation. In item selection, individuals with higher impulsiveness show more habitual responses.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842.3

【參考文獻】

相關期刊論文 前6條

1 王有智;羅靜;;高低拖延者的沖動性特征與延遲折扣差異研究[J];心理科學;2009年02期

2 劉希平,方格,楊小冬;國外有關學習時間分配決策能力的研究概述[J];心理科學進展;2004年04期

3 孫彥;李紓;殷曉莉;;決策與推理的雙系統——啟發(fā)式系統和分析系統[J];心理科學進展;2007年05期

4 周亮;肖水源;何曉燕;厲潔;劉慧銘;;BIS-11中文版的信度與效度檢驗[J];中國臨床心理學雜志;2006年04期

5 李獻云;費立鵬;徐東;張亞利;楊少杰;童永勝;王志青;牛雅娟;;Barratt沖動性量表中文修訂版在社區(qū)和大學人群中應用的信效度[J];中國心理衛(wèi)生雜志;2011年08期

6 李偉健;家曉余;陳海德;黃杰;蔡任娜;曹瑋;謝瑞波;;自定步調學習時間的習慣性反應:來自眼動的證據[J];心理科學;2013年05期

，

本文編號：1609054