样例设计及呈现方式对学习代数运算规则的促进
发布时间：2018-11-17 07:52
【摘要】：为了考察"解释法"、"解释-标记法"两种样例设计方法及其"分步呈现"方式对六年级小学生学习代数运算规则的促进作用,以六年级小学生为被试,以"完全平方和"和"平方差"代数运算样例为学习材料,进行了3项实验研究。结果表明:(1)采用"解释法"设计"完全平方和"和"平方差"的代数运算样例,明显提高了代数运算规则的样例学习效果。(2)在"解释法"设计的样例上添加"运算标记"要运用适当,如果运用不当,特别是"运算标记"过多时,容易增加样例学习的认知负荷,从而降低标记的使用效果。(3)对于运算步骤和"运算标记"过多的样例,采用被试自主控制的"分步呈现"运算步骤的样例学习方式,其学习效果显著优于整体呈现样例的学习效果。
[Abstract]:In order to investigate the effect of "interpretation method", "explaination-mark method" and "stepwise presentation" on the learning algebraic operation rules of primary school students in grade six, the sixth grade pupils were selected as subjects. Taking the example of the algebraic operation of "complete square sum" and "square difference" as the learning material, three experiments were carried out. The results show that: (1) the algebraic operation sample of "complete square sum square difference" is designed by "interpretation method". It obviously improves the learning effect of the example of algebraic operation rules. (2) it is appropriate to add "arithmetic mark" to the sample of "interpretation method" design, if it is not used properly, especially when "arithmetic mark" is too much, It is easy to increase the cognitive load of the sample learning, thus reducing the effect of the use of markers. (3) for the example with too many operational steps and "operational markers", the sample learning method of "step by step presentation" operation step by step controlled by the subjects is adopted. Its learning effect is better than that of the whole sample.
【作者单位】： 辽宁师范大学心理学院;
【基金】：国家自然科学基金项目(30970888)
【分类号】：G623.5
本文编号：2337025
[Abstract]:In order to investigate the effect of "interpretation method", "explaination-mark method" and "stepwise presentation" on the learning algebraic operation rules of primary school students in grade six, the sixth grade pupils were selected as subjects. Taking the example of the algebraic operation of "complete square sum" and "square difference" as the learning material, three experiments were carried out. The results show that: (1) the algebraic operation sample of "complete square sum square difference" is designed by "interpretation method". It obviously improves the learning effect of the example of algebraic operation rules. (2) it is appropriate to add "arithmetic mark" to the sample of "interpretation method" design, if it is not used properly, especially when "arithmetic mark" is too much, It is easy to increase the cognitive load of the sample learning, thus reducing the effect of the use of markers. (3) for the example with too many operational steps and "operational markers", the sample learning method of "step by step presentation" operation step by step controlled by the subjects is adopted. Its learning effect is better than that of the whole sample.
【作者单位】： 辽宁师范大学心理学院;
【基金】：国家自然科学基金项目(30970888)
【分类号】：G623.5
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