本文選題：外顯學(xué)習(xí) + 內(nèi)隱與外顯協(xié)同學(xué)習(xí)��； 參考：《四川師范大學(xué)》2014年碩士論文

【摘要】：Reber在1967年的研究中首次將內(nèi)隱學(xué)習(xí)的概念提出來(lái)，，他指出，“內(nèi)隱學(xué)習(xí)是指有機(jī)體在與環(huán)境相互接觸的過(guò)程中無(wú)意識(shí)獲得知識(shí)的過(guò)程”。至此之后，關(guān)于內(nèi)隱學(xué)習(xí)的研究越來(lái)越多，并且已經(jīng)成為當(dāng)下研究的最熱門(mén)的領(lǐng)域。但是長(zhǎng)久以來(lái)，關(guān)于內(nèi)隱學(xué)習(xí)的研究主要集中在實(shí)驗(yàn)室領(lǐng)域而不是自然條件和課堂教學(xué)中。這就對(duì)內(nèi)隱學(xué)習(xí)在實(shí)際中的推廣產(chǎn)生了一定的阻礙和弊端。 在以往語(yǔ)文課堂上內(nèi)隱學(xué)習(xí)的研究中，研究者主要涉及將內(nèi)隱學(xué)習(xí)和外顯學(xué)習(xí)區(qū)分開(kāi)來(lái)，以證明內(nèi)隱學(xué)習(xí)的重要性，而忽略了內(nèi)隱學(xué)習(xí)和外顯學(xué)習(xí)本身可以作為一個(gè)連續(xù)的整體相伴而生。本研究嘗試將內(nèi)隱學(xué)習(xí)與外顯學(xué)習(xí)同時(shí)引進(jìn)語(yǔ)文文言文的教學(xué)過(guò)程中，最大限度的發(fā)揮兩種學(xué)習(xí)方法各自的優(yōu)點(diǎn)，以求達(dá)到良好的學(xué)習(xí)效果。研究中將語(yǔ)文學(xué)習(xí)材料區(qū)分為復(fù)雜的學(xué)習(xí)材料和簡(jiǎn)單的學(xué)習(xí)材料，以探索外顯學(xué)習(xí)和內(nèi)隱與外顯協(xié)同學(xué)習(xí)兩種學(xué)習(xí)方式各自更適合哪種材料。 基于不同難度水平的學(xué)習(xí)材料對(duì)外顯學(xué)習(xí)和內(nèi)隱與外顯協(xié)同學(xué)習(xí)有著不同影響，本研究選擇了復(fù)雜的文言文學(xué)習(xí)材料和簡(jiǎn)單的文言文學(xué)習(xí)材料，分別考察在不同的學(xué)習(xí)方式中和不同的延遲時(shí)間下，學(xué)生學(xué)習(xí)兩種學(xué)習(xí)材料后的成績(jī)差異。同時(shí)，研究采用需要?jiǎng)佑貌煌潭日J(rèn)知資源的三種題型，即判斷題、排序題和規(guī)則總結(jié)題作為因變量，探討外顯學(xué)習(xí)和內(nèi)隱與外顯協(xié)同學(xué)習(xí)分別更加適合哪種難度的材料和題型。研究結(jié)論概括如下： 1對(duì)于復(fù)雜的文言文學(xué)習(xí)材料，內(nèi)隱與外顯協(xié)同學(xué)習(xí)組的即時(shí)成績(jī)和延時(shí)成績(jī)都要高于單獨(dú)的外顯學(xué)習(xí)組成績(jī)，且差異達(dá)到了顯著水平。 2對(duì)于簡(jiǎn)單的文言文學(xué)習(xí)材料，內(nèi)隱與外顯協(xié)同學(xué)習(xí)組的即時(shí)成績(jī)和延時(shí)成績(jī)都高于單獨(dú)的外顯學(xué)習(xí)組成績(jī)，但是差異并不顯著。 3對(duì)于復(fù)雜的文言文學(xué)習(xí)材料，學(xué)習(xí)方式和延遲方式的主效應(yīng)都明顯。在不同的學(xué)習(xí)方式下，排序題和規(guī)則總結(jié)題成績(jī)差異明顯；在不同的延遲方式下，規(guī)則總結(jié)題的成績(jī)差異明顯。 4對(duì)于簡(jiǎn)單的文言文學(xué)習(xí)材料，學(xué)習(xí)方式和延遲方式的主效應(yīng)都明顯，在不同的學(xué)習(xí)方式下，規(guī)則總結(jié)題型成績(jī)存在顯著差異；在不同延遲方式下，判斷題型和規(guī)則總結(jié)題型差異顯著。
[Abstract]:Reber proposed the concept of implicit learning for the first time in his 1967 study. He pointed out that "implicit learning is the process in which an organism unconsciously acquires knowledge in the process of contact with the environment".Since then, more and more researches on implicit learning have become the hottest research field.However, for a long time, the research on implicit learning has focused on the laboratory field rather than natural conditions and classroom teaching.This has caused some hindrance and malpractice to the promotion of implicit learning in practice.In the previous researches on implicit learning in Chinese classroom, researchers mainly involved in distinguishing implicit learning from explicit learning to prove the importance of implicit learning.It is neglected that implicit learning and explicit learning can be concomitant as a continuous whole.This study attempts to introduce implicit learning and explicit learning into the teaching process of classical Chinese to maximize the advantages of the two learning methods in order to achieve good learning results.Chinese learning materials are divided into complex learning materials and simple learning materials in order to explore which materials are more suitable for explicit learning and implicit and explicit cooperative learning.Based on the different difficulty levels of learning materials, explicit learning and implicit and explicit cooperative learning have different effects. In this study, complex classical Chinese learning materials and simple classical Chinese learning materials are selected.The differences of students' achievement after learning two kinds of learning materials were investigated in different learning styles and different delay time.At the same time, three kinds of question types which need to use different cognitive resources are used as dependent variables, that is, judgment problem, sort problem and rule summary question.This paper discusses which difficult materials and question types are more suitable for explicit learning and implicit and explicit cooperative learning respectively.The findings of the study are summarized as follows:1 for complex classical Chinese learning materials, the instant and delay scores of implicit and explicit synergistic learning group were higher than those of single explicit learning group, and the difference reached a significant level.2 for simple classical Chinese learning materials, the instant results and delay scores of implicit and explicit synergistic learning group were higher than those of single explicit learning group, but the difference was not significant.3 for complex classical Chinese learning materials, the main effects of learning style and delay mode are obvious.In different learning styles, there are significant differences in the scores of sorting questions and rule summary questions, and in different delay ways, the results of rule summary questions are different.4 for simple classical Chinese learning materials, the main effects of learning style and delay mode are obvious, in different learning styles, there are significant differences in the performance of rule summary, and in different delay ways,There is significant difference between the judging test type and the rule summing up question type.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：B842.3

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