不同學習策略對說明文回憶成績和學習判斷的影響
發(fā)布時間：2019-06-15 02:53
【摘要】：閱讀理解是教育實踐中一項重要的認知活動.學生要想有效地完成閱讀,并記憶和理解閱讀材料中的信息,就必須對閱讀理解過程進行有效的學習和監(jiān)測,并采取適當?shù)牟呗哉{(diào)控閱讀理解活動。這是閱讀中的元認知活動,又稱為元理解。如何提高對閱讀材料的記憶成績和監(jiān)測準確性性,一直是認知和元認知領域的重要內(nèi)容之一。測試效應是指在同等的時間內(nèi),從記憶中提取信息比重學同樣的信息材料產(chǎn)生更好的記憶效果,它一直是記憶研究領域的熱點。大量文獻表明測試練習能提高細節(jié)信息的記憶效果,還有一些文獻表明測試練習能提高文章推理信息記憶的效果,那測試練習對閱讀材料的判斷值和準確性又有怎樣的影響昵?不同的測試形式對閱讀材料的記憶成績和學習判斷有什么不同的影響呢?這是本研究集中討論的問題。 本研究有兩個實驗,實驗一試圖通過將提取練習和重讀、精加工策略相比較,探討提取練習對科學性說明文記憶成績和學習判斷的影響;實驗二在實驗一的基礎上,繼續(xù)探討不同提取練習形式對科學性說明文的記憶成績和學習判斷的影響。 實驗一以90名八年級學生為被試,采取3(學習策略：重讀、繪制概念圖、自由回憶測試)×2(最終測試題型：細節(jié)題、推理題)雙因素混合設計,學習策略為被試間因素,最終測試題型為被試內(nèi)因素。實驗結果表明：(1)與繪制概念圖和重讀學習策略相比,自由回憶測試更有利于文章細節(jié)信息和推理信息的記憶(2)在學習判斷上,被試沒有意識到測試練習對最終回憶成績的提高,即他們往往對自己的實際回憶成績做出低估。 實驗二以40名八年級學生為被試,采取4(不同測試形式學習策略：重讀、選擇測試題、簡答測試題、自由回憶測試)×2(最終測試題型：細節(jié)題、推理題)雙因素被試內(nèi)設計。實驗結果表明：(1)簡答題測試學習策略比選擇題測試和重讀更有利于文章細節(jié)信息和推理信息的保持,(2)被試沒有意識到簡答題測試對實際回憶成績的提高,即他們往往對自己的實際回憶成績做出低估。
[Abstract]:Reading comprehension is an important cognitive activity in educational practice. In order to complete reading effectively and memorize and understand the information in reading materials, students must effectively learn and monitor the process of reading comprehension, and adopt appropriate strategies to regulate and control reading comprehension activities. This is a meta-cognitive activity in reading, also known as meta-understanding. How to improve the memory performance and monitoring accuracy of reading materials has always been one of the important contents in the field of cognition and metacognition. Test effect refers to the extraction of information specific gravity from memory and the same information material to produce better memory effect in the same time. It has always been a hot spot in the field of memory research. A large number of literature shows that the test exercise can improve the memory effect of the detail information, and some literature shows that the test exercise can improve the effect of the reasoning information memory of the article. What is the influence of the test exercise on the judgment value and accuracy of the reading material? What are the different effects of different test forms on the memory performance and learning judgment of reading materials? This is the focus of this study. There are two experiments in this study. Experiment one attempts to explore the influence of extraction exercises on the memory performance and learning judgment of scientific illustrative text by comparing extraction exercises with rereading and finishing strategies. Experiment 2 continues to explore the effects of different forms of extraction exercises on the memory performance and learning judgment of scientific illustrative text on the basis of experiment 1. In the first experiment, 90 eighth graders were selected as subjects, and 3 (learning strategy: rereading, drawing concept map, free recall test) 脳 2 (final test type: detail question, reasoning question) two-factor mixed design, learning strategy as the factor between the subjects, and the final test type as the internal factor. The experimental results show that: (1) compared with drawing concept map and rereading learning strategy, free recall test is more beneficial to the memory of article details and reasoning information. (2) in learning judgment, the subjects do not realize the improvement of the final recall performance by the test exercise, that is to say, they often underestimate their actual recall performance. In the second experiment, 40 eighth graders were selected as subjects, and 4 (different test forms of learning strategies: rereading, selecting test questions, short answer test questions, free recall test) 脳 2 (final test type: detail questions, reasoning questions) were designed. The experimental results show that: (1) the learning strategy of the short answer test is more beneficial to the maintenance of the detailed information and reasoning information of the article than the multiple choice test and rereading. (2) the subjects do not realize the improvement of the actual recall performance by the simple answer test, that is to say, they often underestimate their actual recall results.
【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
本文編號：2499909
[Abstract]:Reading comprehension is an important cognitive activity in educational practice. In order to complete reading effectively and memorize and understand the information in reading materials, students must effectively learn and monitor the process of reading comprehension, and adopt appropriate strategies to regulate and control reading comprehension activities. This is a meta-cognitive activity in reading, also known as meta-understanding. How to improve the memory performance and monitoring accuracy of reading materials has always been one of the important contents in the field of cognition and metacognition. Test effect refers to the extraction of information specific gravity from memory and the same information material to produce better memory effect in the same time. It has always been a hot spot in the field of memory research. A large number of literature shows that the test exercise can improve the memory effect of the detail information, and some literature shows that the test exercise can improve the effect of the reasoning information memory of the article. What is the influence of the test exercise on the judgment value and accuracy of the reading material? What are the different effects of different test forms on the memory performance and learning judgment of reading materials? This is the focus of this study. There are two experiments in this study. Experiment one attempts to explore the influence of extraction exercises on the memory performance and learning judgment of scientific illustrative text by comparing extraction exercises with rereading and finishing strategies. Experiment 2 continues to explore the effects of different forms of extraction exercises on the memory performance and learning judgment of scientific illustrative text on the basis of experiment 1. In the first experiment, 90 eighth graders were selected as subjects, and 3 (learning strategy: rereading, drawing concept map, free recall test) 脳 2 (final test type: detail question, reasoning question) two-factor mixed design, learning strategy as the factor between the subjects, and the final test type as the internal factor. The experimental results show that: (1) compared with drawing concept map and rereading learning strategy, free recall test is more beneficial to the memory of article details and reasoning information. (2) in learning judgment, the subjects do not realize the improvement of the final recall performance by the test exercise, that is to say, they often underestimate their actual recall performance. In the second experiment, 40 eighth graders were selected as subjects, and 4 (different test forms of learning strategies: rereading, selecting test questions, short answer test questions, free recall test) 脳 2 (final test type: detail questions, reasoning questions) were designed. The experimental results show that: (1) the learning strategy of the short answer test is more beneficial to the maintenance of the detailed information and reasoning information of the article than the multiple choice test and rereading. (2) the subjects do not realize the improvement of the actual recall performance by the simple answer test, that is to say, they often underestimate their actual recall results.
【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3條
1 陳啟山;李利;;理解評估與成績預測:兩種不同的元理解監(jiān)測形式[J];心理學報;2008年09期
2 陳功香,傅小蘭;學習判斷及其準確性[J];心理科學進展;2004年02期
3 李丹丹;白學軍;;國外元理解研究綜述[J];燕山大學學報(哲學社會科學版);2007年03期
，本文編號：2499909
本文鏈接：http://sikaile.net/shekelunwen/xinlixingwei/2499909.html
教材專著
