本文選題：提取練習(xí) + 多篇章學(xué)習(xí)��； 參考：《西北師范大學(xué)》2014年碩士論文

【摘要】：學(xué)習(xí)的重要性已經(jīng)不再局限于十幾歲的青少年，越來越多的人開始信奉“終生學(xué)習(xí)”。當(dāng)前，一方面強(qiáng)調(diào)繼續(xù)學(xué)習(xí)的同時(shí)，也更重視學(xué)習(xí)的高效性與層次性。因此，概念型知識(shí)的記憶與高階技能的掌握都是學(xué)習(xí)內(nèi)涵的重要組成部分。依據(jù)多列表學(xué)習(xí)的連續(xù)性與安德森修訂的高階技能層次性，設(shè)計(jì)兩個(gè)實(shí)驗(yàn)探究提取練習(xí)對(duì)高階技能的促進(jìn)作用與概念記憶的掌握差異性。采用大學(xué)生被試進(jìn)行提取組與重學(xué)組的混合實(shí)驗(yàn)設(shè)計(jì)，分別以學(xué)習(xí)長度與學(xué)習(xí)類型的最終測試的成績?yōu)橐蜃兞框?yàn)證提取練習(xí)的有效性。結(jié)果表明：（1）最終測試階段，提取練習(xí)組比重學(xué)組成績優(yōu)異，差異顯著：連續(xù)學(xué)習(xí)三篇文章，提取組在每篇文章學(xué)習(xí)間隔插入即時(shí)測試，無論是概念型知識(shí)還是高階技能，，最終測試中的成績都顯著高于重學(xué)組，但是在最終測試中提取組被試的反應(yīng)時(shí)卻低于重學(xué)組，差異顯著。在提取練習(xí)組中，概念型知識(shí)與高階技能成績均有提升，但概念型知識(shí)比高階技能提高的幅度略明顯；（2）當(dāng)增大學(xué)習(xí)難度與學(xué)習(xí)負(fù)荷，將多列表擴(kuò)展到五篇文章后，最終測試中，提取練習(xí)組被試的成績?nèi)燥@著高于重學(xué)組被試。在高階技能的四個(gè)維度上分別探討發(fā)現(xiàn)，兩組被試在應(yīng)用與分析維度上差異顯著，但在評(píng)估與創(chuàng)造維度上，提取練習(xí)組成績雖略有提升但兩組差異不顯著。結(jié)果說明提取練習(xí)策略是高效學(xué)習(xí)的有效手段，不僅體現(xiàn)在單獨(dú)內(nèi)容的記憶性學(xué)習(xí)上，更能擴(kuò)展至對(duì)多種內(nèi)容連續(xù)學(xué)習(xí)中高階技能的發(fā)展與促進(jìn)，且其也能有效降低學(xué)習(xí)中的記憶負(fù)荷，為學(xué)校教育、職場培訓(xùn)及個(gè)人自主學(xué)習(xí)提供了強(qiáng)有力的參考價(jià)值。這也意味著上下文內(nèi)容轉(zhuǎn)換假說可以很好地解釋提取練習(xí)在多列表學(xué)習(xí)中促進(jìn)當(dāng)前學(xué)習(xí)記憶與后續(xù)學(xué)習(xí)的內(nèi)部機(jī)制，并進(jìn)一步證實(shí)提取練習(xí)消除學(xué)習(xí)中前攝抑制干擾的理論觀點(diǎn)。
[Abstract]:The importance of learning is no longer confined to teenagers. More and more people believe in lifelong learning.At present, on the one hand, the emphasis on continued learning, but also pay more attention to the efficiency and levels of learning.Therefore, the memory of conceptual knowledge and the mastery of high-order skills are important components of learning connotation.According to the continuity of multi-list learning and the hierarchy of higher-order skills revised by Anderson, two experiments were designed to explore the difference between the promoting effect of extraction exercises on higher-order skills and the mastery of conceptual memory.The mixed experimental design of the extraction group and the re-study group was carried out by the college students. The validity of the extraction exercise was verified by the dependent variables of the final test of learning length and learning type.The results showed that in the final stage of the test, the proportion of the extraction exercise group was excellent, and the difference was significant: learning three articles in a row, the extraction group inserted an instant test between the learning intervals of each article, whether it was conceptual knowledge or higher-order skills.The scores in the final test were significantly higher than those in the re-education group, but the response time of the extracted group was lower than that of the re-education group in the final test, and the difference was significant.In the extraction exercise group, the scores of conceptual knowledge and advanced skills were improved, but the extent of improvement of conceptual knowledge was slightly more obvious than that of higher-order skills.) when learning difficulty and learning load were increased, the multi-list was extended to five articles, and the final test was made.The results of the extraction exercise group were still significantly higher than those of the heavy school group.It was found that there were significant differences in the application and analysis dimensions between the two groups, but in the evaluation and creation dimension, the performance of the extraction exercise group improved slightly but the difference between the two groups was not significant.The results show that the extraction exercise strategy is an effective means of efficient learning, which is not only reflected in the memory learning of individual content, but also can be extended to the development and promotion of higher-order skills in continuous learning of multiple content.It can also effectively reduce the memory load in learning, and provide a strong reference value for school education, workplace training and individual autonomous learning.This also means that the contextual content conversion hypothesis can well explain the internal mechanism by which extraction exercises promote current learning memory and subsequent learning in multi-list learning.Furthermore, the theoretical viewpoint of proactive suppression of interference in learning by extracting exercises is further confirmed.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842

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