【摘要】：為考察自我解釋的內(nèi)容、反饋內(nèi)容以及被試的領(lǐng)域知識水平對類比問題解決成績的影響，以遼寧師范大學(xué)的大學(xué)生為被試，根據(jù)《大學(xué)文科數(shù)學(xué)》編制了關(guān)于古典概率的實驗材料，以被試的后測分?jǐn)?shù)為因變量，進(jìn)行了兩項實驗研究： 實驗一通過前測選取高領(lǐng)域知識水平和低領(lǐng)域知識水平的兩組被試學(xué)習(xí)古典概率知識，并在三種不同內(nèi)容的自我解釋（問題類比的自我解釋、規(guī)則應(yīng)用的自我解釋和解題步驟的自我解釋）下解決兩道練習(xí)題，對自我解釋及練習(xí)題答案均正確的被試進(jìn)行后測。實驗結(jié)果表明：在類比解決古典概率問題的練習(xí)中，高領(lǐng)域知識水平的被試對解題規(guī)則做自我解釋的學(xué)習(xí)成績顯著優(yōu)于對問題做類比解釋和對解題步驟做自我解釋的成績，解題步驟的自我解釋效果顯著優(yōu)于對問題做類比解釋的效果；而低領(lǐng)域知識水平的被試對解題步驟做自我解釋的學(xué)習(xí)成績顯著優(yōu)于對問題做類比解釋和對解題規(guī)則做自我解釋的成績，對問題做類比解釋的學(xué)習(xí)成績顯著優(yōu)于對解題規(guī)則做出自我解釋的成績。 實驗二沿用了實驗一的練習(xí)材料和后測材料，并增加了反饋材料。在實驗一的基礎(chǔ)上選取自我解釋和練習(xí)題答案均錯誤的被試，在練習(xí)階段分別對其進(jìn)行不同內(nèi)容的反饋，考察三種不同內(nèi)容的反饋（問題類比反饋、解題規(guī)則及應(yīng)用原因反饋和解題步驟及關(guān)系反饋）與高低領(lǐng)域知識水平對類比問題解決成績的影響。結(jié)果顯示：在類比解決古典概率問題的練習(xí)中，高領(lǐng)域知識水平的被試接受解題規(guī)則及應(yīng)用原因反饋的學(xué)習(xí)成績顯著優(yōu)于問題類比反饋和解題步驟及關(guān)系反饋的成績，問題類比的反饋效果和解題步驟及關(guān)系的反饋效果之間不存在顯著差異；而低領(lǐng)域知識水平的被試接受解題步驟及關(guān)系反饋的學(xué)習(xí)成績顯著優(yōu)接受問題類比反饋和解題規(guī)則及應(yīng)用原因反饋的成績，問題類比的反饋效果和解題規(guī)則及應(yīng)用原因的反饋效果之間不存在顯著差異。
[Abstract]:In order to investigate the influence of the content of self-explanation, feedback content and the level of domain knowledge on the achievement of analogical problem solving, taking the college students of Liaoning normal University as subjects, the experimental materials on classical probability were compiled according to the University Liberal Arts and Mathematics, and the post-test scores of the subjects were taken as dependent variables. Two experimental studies were carried out: in experiment 1, two groups of subjects with high domain knowledge level and low domain knowledge level were selected to learn classical probability knowledge through pre-test, and two exercises were solved under the self-interpretation of three different contents (self-explanation of problem analogy, self-explanation of rule application and self-explanation of problem-solving steps), and the self-interpretation and the answer of exercise questions were correctly tested by two groups of subjects with high domain knowledge level and low domain knowledge level, and the self-interpretation of three different contents (self-explanation of problem analogy, self-explanation of rule application and self-explanation of problem-solving steps) were carried out. The experimental results show that in the practice of analogy to solve classical probability problems, the academic achievement of self-interpretation of problem-solving rules by subjects with high level of domain knowledge is significantly better than that of analogical interpretation of problems and self-explanation of problem-solving steps, and the self-interpretation effect of problem-solving steps is significantly better than that of analogical interpretation of problems. However, the academic achievement of self-explanation of problem-solving steps by subjects with low domain knowledge level was significantly better than that of analogical interpretation of problems and self-interpretation of problem-solving rules, and the academic performance of analogical interpretation of problems was significantly better than that of self-interpretation of problem-solving rules. In experiment 2, the practice material and post-test material of experiment 1 were used, and the feedback material was added. On the basis of experiment 1, the subjects who were wrong in self-explanation and exercise answers were selected, and the feedback of different contents was carried out in the practice stage, and the feedback of three different contents (problem analogical feedback, problem solving rules and application reason feedback and problem solving steps and relationship feedback) and the influence of knowledge level in high and low fields on analogical problem solving performance were investigated. The results show that in the practice of analogy to solve classical probability problems, the learning performance of subjects with high domain knowledge level is significantly better than that of problem analogy feedback and problem solving steps and relational feedback, and there is no significant difference between the feedback effect of problem analogy and the feedback effect of problem solving steps and relations. However, there was no significant difference between the feedback effect of problem analogy and the feedback of problem solving and the feedback effect of problem solving and application reasons in the subjects with low domain knowledge level to accept the steps of problem solving and the learning performance of relational feedback and to accept the feedback of problem analogy feedback and problem solving rules and the feedback effect of application reasons.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842

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