初中学生空间与图形认知技能获得的教学策略研究

发布时间：2018-04-15 22:25

本文选题：初中学生 + 空间与图形　；参考：《西南大学》2007年博士论文

【摘要】： 认知技能是个体在认知领域解决问题的一种能力，与一般解决问题的能力相比，这种能力是问题解决者通过对问题情境的认知并运用概念、规则解决认知领域问题的能力。认知技能既包括利用习得概念、规则解决问题的能力，也包含对相关概念、规则情境适用性的认知监控能力。认知技能获得则从动态性的纵向层面来探讨认知技能的学习过程，，指个体在特定领域的认知任务中从陈述性规则习得、陈述性规则程序化到程序化规则条件化的完整过程。对认知技能获得过程的研究有利于深刻理解认知技能的实质，有利于认知技能获得的教学设计。教学策略是教师知识结构的核心组成部分，是教师指向教学目标并适应学生学习需要的教学行为方式，教学策略是将教学理论转化为教学实践的桥梁。基于国内外已有研究，本研究提出了集学习过程、教学过程和认知技能获得阶段于一体的认知技能获得的生态化系统化的教学模型；综合认知负荷理论、建构主义学习理论、情境认知理论和迁移的ACT-R理论，提出并详细探讨了教学材料表征策略(数形分离、数形整合和目标任意)、练习材料的结构变异和问题生成策略以及条件认知和教学反馈策略分别对认知技能获得不同阶段学习的有效性。由此构成本研究的三项基本研究：研究一：通过初中数学空间与图形样例教学材料的数形分离与常规教学、数形分离与数形整合、目标确定与目标任意的教学表征策略的比较研究，探讨了其对陈述性规则获得过程(质的分析)和结果(量的分析)的影响。研究二：分别探讨练习材料的结构变异和问题生成表征策略对技能程序化的影响，我们既从量的层面也从质的层面探讨教学策略对认知技能熟练化的影响。研究三：从技能迁移的角度探讨条件认知和教学反馈策略对认知技能条件化的影响，在此阶段，学习者将自己习得概念、规则的运用指向课堂教学情境之外的生活化空间与图形问题，既强调技能在相似情境中的运用，也重视在不同情境中的运用。通过上述三个方面的探讨，本研究得出了如下结论： 1．与传统数学空间与图形“讲授+练习”的教学程式相比，以样例表征的空间与图形教学材料，能更好地促进四边形相关概念、规则的学习。 2．与数形分离的教学材料相比，数形整合的教学材料表征可以节省学生学习同样材料的时间，而且也能促进学生概念和规则的学习。 3．在空间与图形问题解决中，目标任意的教学表征策略比目标确定的表征策略能更为有效地促进认知技能获得初期陈述性规则的习得，是对概念、规则学习以及思维灵活性培养的一种非常有效的教学策略。 4．在认知技能获得的程序化阶段，与低变异的材料表征相比，高变异的材料表征能更有效促进认知技能由陈述性形态向程序性形态转化，这种促进效应对高成绩者学生群体显得更为明显和有效。 5．与问题外加的教学策略相比，问题生成的教学策略训练能有效促进个体解决问题的能力，其中问题生成策略的训练对高成绩者的解题效应更为明显，而如何生成问题的训练则明显改善了低成绩者生成问题的表述方式。 6．与低清晰的教学表征策略相比，以“如果／那么”规则表征的高清晰教学材料在四边形面积计算的远近迁移测验中均出现迁移效应，而且在远迁移测验中的迁移效应更为明显。 7．在微量式、指错式、过量式和纠错式四种教学反馈策略中，纠错式反馈比其它三种反馈策略在远近迁移的测验中稳定地促进了被试的迁移成绩，是一种简便易行且非常有效的教学反馈策略；四种反馈策略中，微量式和指错式反馈策略效果最差。 8．本研究构建的集学习过程、认知技能获得阶段及促进认知技能获得教学策略于一体的认知技能获得的教学模型是可行的、合理的。认知技能获得是学生学校学习的主要任务，认知技能获得的教学策略研究是教学心理学及教学有效性研究关注的永恒主题；认知技能获得过程及其教学策略探讨有利于洞察知识获得过程的实质，深刻理解现代知识分类的性质，为认知技能获得的教学设计、优化教学情境、促进高效率教与学提供理论支撑和方法指导。本研究的创新点：第一，提出了将学习过程、认知技能获得阶段及促进认知技能获得的教学策略整合于一体的认知技能获得的教学模型；第二，尝试从认知技能获得的全程研究促进技能获得的教学策略；第三，提出了阶段适用性和有效性的主策略，即教学材料表征策略、练习变异与问题生成策略以及条件认知与反馈策略，不同阶段的教学策略虽然难以截然分开，但它们有着特定阶段的技能促进功能；第四，探讨了促进认知技能迁移的条件化认知教学策略，这种策略既重视对问题情境条件的认知，又将问题情境条件与个体的产生式表征贮存联系起来；第五，系统探讨了初中数学空间与图形领域学生认知技能获得的教学策略促进效应，在国内的同类研究中，具有前沿性和探索性特点。
[Abstract]:Individual cognitive skills is an ability to solve problems in the cognitive domain, compared with the general ability to solve problems, the ability of solving problems is the problem situation and the use of the concept of cognitive ability, cognitive rules to solve the problem in the field of cognitive skills. Not only include the use of learning concept, ability to solve problems, also includes the related concepts, cognitive monitoring ability for rules of situations.
From the vertical aspect of dynamic to the learning process of cognitive skills acquisition of cognitive skills, refers to the individual in specific areas of cognitive tasks from declarative rules acquisition, a complete program to process declarative rules procedural rules. The conditions of essence of cognitive skill acquisition process research is conducive to a deep understanding of cognitive skills, help the teaching design of cognitive skill acquisition.
The teaching strategy is the core part of the knowledge structure of teachers, teachers to the teaching goals and teaching behavior to adapt to the learning needs of students, the teaching strategy is the bridge of teaching theories into teaching practices.
Based on the existing research at home and abroad, this study proposes a set of learning process, the teaching model of ecological system of cognitive skills in the teaching process and cognitive skill acquisition stage in one obtained; comprehensive cognitive load theory, constructivist learning theory, situated cognition theory and migration theory of ACT-R, puts forward and discusses the characteristics of teaching strategies (the number of separate, N-G integrated and arbitrary), practice variation and material conditions and cognitive feedback generation strategies and teaching strategies of cognitive skills obtained at different stages of learning. The performance of the three basic form of this study:
A study by the number of separation of junior high school mathematics teaching material sample space and graphics and conventional teaching, number shape separation and N-G integrated, comparative study of teaching strategies and target characterization of arbitrary target, to explore the process of declarative rules (qualitative analysis) and results (quantitative analysis) effect.
Study two: To explore effect of practice variation and material production representation strategy on programming skills, we not only from the amount of level from the aspect of the quality of teaching strategies on the mastery of cognitive skills influence.
Study three: To investigate the condition of cognition and teaching effect of feedback on cognitive skill, strategy conditions at this stage from the transferring perspective, learners apply their learned concepts, application of the rules to living space and graphics issues outside the classroom teaching situation, emphasizing skills in using similar situation, also pay attention to the use of the different in the situation.
Through the discussion of the above three aspects, the research conclusions are as follows:
Compared with the traditional mathematics teaching program 1. space and graphics "teaching + practice", in space and graphics teaching material sample representation, can promote the quadrilateral concepts better, learning rules.
2. compared with the number and shape separation of teaching materials, teaching materials characterization of N-G integrated learning materials also can save time, but also can promote students' learning concepts and rules.
3. in space and graphics in problem solving, characterization of strategy teaching representation strategy goal free than objectives can more effectively promote cognitive skills at the declarative rules acquisition is the concept of a learning rule, and cultivate the flexibility of thinking very effective teaching strategies.
The program of stage 4. in the acquisition of cognitive skills, compared with the material characterization of low variation, material characterization of high variability can be more effective in promoting cognitive skills from declarative to procedural form transformation, this effect of high grade students is more obvious and effective.
Compared with 5. additional problems of teaching strategies, teaching strategies training can effectively promote the generation of individual ability to solve the problem, the problem solving effect generation strategy training on high performance is more obvious, and the problem of how to generate training can significantly improve the problem of low performance production way.
6. compared with the teaching low representation strategy clear, "if / then" rules of the characterization of high definition of teaching materials in the quadrilateral distance transfer test area calculation were found in the effects of migration, in near and far transfer effect in the test is more obvious.
7. in the trace, the wrong type, excess type and error correction of four kinds of teaching strategies in feedback, corrective feedback than the other three kinds of feedback strategies in distance migration test steadily promote migration of achievement of subjects, is a simple and effective teaching feedback strategy; four feedback strategy the wrong type, trace and feedback effect is the worst.
The construction of the 8. in the learning process, the teaching model of cognitive skill cognitive skill acquisition stage and promote teaching strategy in one cognitive skill acquisition is feasible and reasonable.
Cognitive skill acquisition is the main task of students learning, teaching strategies of cognitive skill acquisition is the eternal subject of attention to teaching psychology and teaching effectiveness research; process and Study on the teaching strategies is to obtain insight into the process of knowledge acquisition of cognitive skills, deep understanding of the nature of modern knowledge classification, teaching design for cognitive skills. The optimization of the teaching situation, to promote the efficiency of teaching and learning to provide theoretical support and guidance.
The innovation of this study: first, the process of learning, cognitive skill acquisition stage and promote the teaching model of cognitive skill acquisition of cognitive skills teaching strategies in one of the obtained; second, try to get from the course of the study of cognitive skills and promote acquired skills and teaching strategies; third, the stage is suitable and effective the main strategy, namely teaching material characterization strategy, practice variation and problem generation strategies and cognitive and feedback strategies, different stages of teaching strategies while it is difficult to separate, but they had a stage specific skills to promote function; fourth, to promote the transfer of cognitive skills of cognitive teaching strategies, this strategy not only pay attention to the cognition of problem-solving conditions, and generative characterization of storage link problem situation and individual conditions; fifth, the system discusses the junior high school mathematics. With the graphic field of students' acquisition of cognitive skills teaching strategies for promoting effect in domestic research, pioneering and exploratory characteristics.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G442

【引证文献】