“提取练习”促进意义学习:实验凭证与教学应用

发布时间：2018-06-08 13:19

本文选题：提取练习 + 意义学习　；参考：《心理科学进展》2014年02期

【摘要】："提取练习"对记忆保持的促进效应在过去10年获得了研究者的高度关注与认同。在此基础上,研究者开始将提取练习研究的关注点由记忆保持转向对教学实践更具价值的意义学习上。本文从提取练习对意义材料学习的促进效应、提取练习在意义学习评估指标上的优势以及提取练习与其它意义学习方法的比较三个方面回顾了提取练习促进意义学习的实验证据,介绍和比较了两种解释提取练习如何促进意义学习的理论假设,并且梳理了在真实的课堂教学中获得的提取练习促进意义学习的研究成果。综述表明,提取练习与重复学习和精细加工学习相比,在促进意义学习方面更具优势,值得且可以在教学实践中进行推广。但是,现有研究中纳入的意义学习的评估指标体系、所涉及的知识类型以及与之比较的意义学习方法都较为单一,且内部机制的解释理论也存在争议,在以上方面还需要进行深入研究。
[Abstract]:The effect of extraction exercise on memory retention has gained much attention and recognition in the past 10 years. On this basis, the researchers began to focus on the study of extraction exercises from memory retention to meaningful learning which is more valuable to teaching practice. In this paper, the effects of extraction exercises on the learning of meaningful materials are discussed. The advantages of extraction exercises in the evaluation index of meaning learning and the comparison between extraction exercises and other methods of meaning learning are reviewed in this paper. This paper introduces and compares two theoretical hypotheses of how extraction exercises promote meaningful learning, and combs the research results on how extraction exercises promote meaningful learning obtained in real classroom teaching. The summary shows that the extraction exercise has more advantages in promoting meaningful learning than repeated learning and fine processing learning, and it is worth and can be popularized in teaching practice. However, the evaluation index system of meaningful learning, the types of knowledge involved and the method of meaning learning compared with the existing research are relatively single, and the explanation theory of internal mechanism is also controversial. In the above aspect still needs to carry on the thorough research.
【作者单位】：西北师范大学心理学院;
【分类号】：G434

【共引文献】