学习时间分配中议程和习惯性反应的关系：个体差异的视角

发布时间：2018-03-14 01:42

本文选题：学习时间分配　切入点：基于议程调节模型　出处：《浙江师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：当前的基础教育改革倡导“自主式课堂”教学模式。在这种教学模式中,学习者学习时间分配决策能力显得尤为重要。如何更好的分配学习时间,以提高学习效率,是众多学习者面临的一大问题。因此,对学习者的学习时间分配开展实验研究,无论是对学习时间分配理论机制的丰富,还是对教育教学工作的指导,都具有一定的价值和意义。学习时间分配是指学习者将时间资源分配到不同学习任务上的计划行为(李伟健,家晓余等,2013)。它反映了学习者对任务的理解和选择性参与的能力(PerfectSchwartz,2002),是元认知控制研究的重要指标(MetcalfeShimamura,1994)..Dunlosky和Ariel(2011)认为,影响学习者学习时间分配主要有两类因素——议程和习惯性反应。两者之间的关系逐渐成为这一领域的研究热点(Ariel,HarthyDunlosky,2011;ArielDunlosky,2012),同时,决策领域对“个体异质性”的研究热潮给我们以启示——学习时间分配的个体差异也值得探究。本研究采用Ariel和Dunlosky(2012)的范式,由3个实验组成,均为6×3被试内设计,自变量为项目呈现顺序水平和项目分值大小。因变量为回忆成绩、自定步调学习时间和项目选择。实验1探讨项目呈现顺序及分值大小对学习时间分配的影响,以此揭示学习时间分配中议程和习惯性反应的关系。结果发现,无论在哪种呈现顺序下,个体首选列表左边项目和列表高分项目的平均比例不存在显著差异。实验2和实验3从个体差异角度出发,分别探讨个体认知反思能力和冲动性对学习时间分配的影响,以此检验议程和习惯性反应对学习时间分配的作用程度。实验2结果发现,个体认知反思能力水平与首选列表左边项目的平均试次数之间存在显著负相关,而与首选列表高分项目的平均试次数之间存在显著正相关；同时,启发型决策风格个体首选列表左边项目的平均试次数显著高于列表高分项目,而分析型决策风格个体与此相反。实验3结果发现,个体冲动性水平与首选列表左边项目的平均试次数之间存在显著正相关,而与首选列表高分项目的平均试次数之间存在显著负相关。研究得出以下结论： (1)议程和习惯性反应共同作用于学习时间分配。 (2)个体认知反思能力影响学习时间分配。在项目选择上,启发型决策风格个体表现出更多的习惯性反应；而分析型决策风格个体更多执行“优选高分项目”议程。 (3)个体冲动性影响学习时间分配。在项目选择上,冲动性越高的个体表现出更多的习惯性反应。
[Abstract]:The current reform of basic education advocates the teaching mode of "autonomous classroom". In this teaching mode, the decision ability of learner's learning time allocation is particularly important. How to allocate learning time better in order to improve learning efficiency, Therefore, to carry out experimental research on learners' learning time allocation is not only to enrich the theoretical mechanism of learning time allocation, but also to guide the teaching and learning work. All have certain value and significance. Learning time allocation refers to the learner's planning behavior of allocating time resources to different learning tasks (Li Weijian, It reflects the learners' ability to understand and participate selectively in tasks. It is an important indicator of metacognitive control studies, according to Metcalfe Shimamura1994.Dunlosky and Arieli 2011. There are two kinds of factors that influence learners' learning time allocation: agenda and habitual reaction. The relationship between the two factors has gradually become a hot research topic in this field, Arieli HarthyDunlosky 2011 and Ariel Dunlosky 2012.At the same time, the relationship between the two factors has become a hot topic in this field. The upsurge of research on individual heterogeneity in the field of decision making enlightens us that the individual differences in the allocation of learning time are also worth exploring. This study adopts the paradigm of Ariel and Dunlosky 2012), which is composed of three experiments, all of which are designed by 6 脳 3 subjects. The independent variables are the order level of the items and the value of the items, and the dependent variables are the recall scores. In experiment 1, the effects of item presentation order and score on the allocation of learning time were discussed, and the relationship between agenda and habitual reaction in learning time allocation was revealed. In either order of presentation, there was no significant difference in the average proportion of the items on the left side of the preferred list and the high score items in the list. The effects of individual cognitive reflective ability and impulsiveness on learning time allocation were investigated to test the effect of agenda and habitual reaction on learning time allocation. There was a significant negative correlation between the level of individual cognitive reflective ability and the average number of tests in the items on the left side of the list of preferences, while there was a significant positive correlation between the level of the ability of individual cognitive reflection and the average number of tests in the items with high scores in the preferred list. The average test times of the items on the left side of the first list of heuristic decision style individuals were significantly higher than those of the high score items in the list. There was a significant positive correlation between individual impulse level and the average number of tests on the left side of the first preference list, but a significant negative correlation between the level of individual impulse and the average test number of the high score item in the first preference list. The study draws the following conclusions:. Agenda and habitual reaction act together on learning time allocation. 2) individual cognitive reflective ability influences learning time allocation. In item selection, the individual of heuristic decision style shows more habitual reaction, while the analytical decision style individual carries out the agenda of "excellent selection and high score item" more frequently. 3) individual impulsiveness affects learning time allocation. In item selection, individuals with higher impulsiveness show more habitual responses.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.3

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