交错学习研究的起源、理论基础和研究展望

发布时间：2018-04-24 12:30

本文选题：交错学习 + 交错效应　；参考：《远程教育杂志》2017年01期

【摘要】：近十年的相关研究发现,交错学习这一违背传统规则的学习方式能有效提高学习效果,这个结果引起了认知科学领域和教育学领域研究者的关注。追溯交错学习研究的起源,可以发现,交错学习首先出现在间隔效应的实验研究中。区别于两者的运行和操作机制,它的概念是在间隔学习与集中学习的比较研究中形成。相对于其他的学习技术,交错学习有其自身特点。研究者们通常使用区别对比理论、提取努力理论、编码可变性理论等理论去解释交错效应。依循交错学习的研究轨迹,可以发现:交错学习的研究目前在认知行为领域、神经科学领域、教育学领域等三个领域较为活跃。就研究发展而言,交错学习的研究已经从理论探索进入到应用研究领域,特别是教育领域的应用研究或已成为体现交错学习价值的重要领域。从教育技术学科视角去审视交错学习这项学习技术,可以引起教育技术现有研究领域不同的思考,新的研究关注点可能会出现。
[Abstract]:In recent ten years, it has been found that staggered learning, a learning method contrary to the traditional rules, can effectively improve the learning effect, which has attracted the attention of researchers in the field of cognitive science and pedagogy. Tracing back to the origin of staggered learning, it can be found that staggered learning first appears in the experimental study of interval effect. Different from the mechanism of operation and operation, its concept is formed in the comparative study of interval learning and centralized learning. Compared with other learning techniques, staggered learning has its own characteristics. Researchers usually use differentiation contrast theory, extraction effort theory, coding variability theory to explain the interlaced effect. Following the research path of staggered learning, we can find that the study of staggered learning is active in the field of cognitive behavior, neuroscience and pedagogy. As far as research development is concerned, the study of staggered learning has moved from theoretical exploration to applied research, especially in the field of education, which has become an important field that embodies the value of staggered learning. To examine the staggered learning technology from the perspective of the subject of educational technology can lead to different thinking in the existing research fields of educational technology, and new research concerns may emerge.
【作者单位】：温州大学教师教育学院;
【基金】：全国教育科学规划课题(教育部规划课题)2012年度课题“利用可视化理念构建高效课堂教学模式研究”(FHB120580)的研究成果之一
【分类号】：G434

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