不同难度水平文言文中外显学习和内隐与外显协同学习的实验研究

发布时间：2018-04-11 15:25

本文选题：外显学习 + 内隐与外显协同学习　；参考：《四川师范大学》2014年硕士论文

【摘要】：Reber在1967年的研究中首次将内隐学习的概念提出来，，他指出，“内隐学习是指有机体在与环境相互接触的过程中无意识获得知识的过程”。至此之后，关于内隐学习的研究越来越多，并且已经成为当下研究的最热门的领域。但是长久以来，关于内隐学习的研究主要集中在实验室领域而不是自然条件和课堂教学中。这就对内隐学习在实际中的推广产生了一定的阻碍和弊端。在以往语文课堂上内隐学习的研究中，研究者主要涉及将内隐学习和外显学习区分开来，以证明内隐学习的重要性，而忽略了内隐学习和外显学习本身可以作为一个连续的整体相伴而生。本研究尝试将内隐学习与外显学习同时引进语文文言文的教学过程中，最大限度的发挥两种学习方法各自的优点，以求达到良好的学习效果。研究中将语文学习材料区分为复杂的学习材料和简单的学习材料，以探索外显学习和内隐与外显协同学习两种学习方式各自更适合哪种材料。基于不同难度水平的学习材料对外显学习和内隐与外显协同学习有着不同影响，本研究选择了复杂的文言文学习材料和简单的文言文学习材料，分别考察在不同的学习方式中和不同的延迟时间下，学生学习两种学习材料后的成绩差异。同时，研究采用需要动用不同程度认知资源的三种题型，即判断题、排序题和规则总结题作为因变量，探讨外显学习和内隐与外显协同学习分别更加适合哪种难度的材料和题型。研究结论概括如下： 1对于复杂的文言文学习材料，内隐与外显协同学习组的即时成绩和延时成绩都要高于单独的外显学习组成绩，且差异达到了显著水平。 2对于简单的文言文学习材料，内隐与外显协同学习组的即时成绩和延时成绩都高于单独的外显学习组成绩，但是差异并不显著。 3对于复杂的文言文学习材料，学习方式和延迟方式的主效应都明显。在不同的学习方式下，排序题和规则总结题成绩差异明显；在不同的延迟方式下，规则总结题的成绩差异明显。 4对于简单的文言文学习材料，学习方式和延迟方式的主效应都明显，在不同的学习方式下，规则总结题型成绩存在显著差异；在不同延迟方式下，判断题型和规则总结题型差异显著。
[Abstract]:Reber proposed the concept of implicit learning for the first time in his 1967 study. He pointed out that "implicit learning is the process in which an organism unconsciously acquires knowledge in the process of contact with the environment".Since then, more and more researches on implicit learning have become the hottest research field.However, for a long time, the research on implicit learning has focused on the laboratory field rather than natural conditions and classroom teaching.This has caused some hindrance and malpractice to the promotion of implicit learning in practice.In the previous researches on implicit learning in Chinese classroom, researchers mainly involved in distinguishing implicit learning from explicit learning to prove the importance of implicit learning.It is neglected that implicit learning and explicit learning can be concomitant as a continuous whole.This study attempts to introduce implicit learning and explicit learning into the teaching process of classical Chinese to maximize the advantages of the two learning methods in order to achieve good learning results.Chinese learning materials are divided into complex learning materials and simple learning materials in order to explore which materials are more suitable for explicit learning and implicit and explicit cooperative learning.Based on the different difficulty levels of learning materials, explicit learning and implicit and explicit cooperative learning have different effects. In this study, complex classical Chinese learning materials and simple classical Chinese learning materials are selected.The differences of students' achievement after learning two kinds of learning materials were investigated in different learning styles and different delay time.At the same time, three kinds of question types which need to use different cognitive resources are used as dependent variables, that is, judgment problem, sort problem and rule summary question.This paper discusses which difficult materials and question types are more suitable for explicit learning and implicit and explicit cooperative learning respectively.The findings of the study are summarized as follows:1 for complex classical Chinese learning materials, the instant and delay scores of implicit and explicit synergistic learning group were higher than those of single explicit learning group, and the difference reached a significant level.2 for simple classical Chinese learning materials, the instant results and delay scores of implicit and explicit synergistic learning group were higher than those of single explicit learning group, but the difference was not significant.3 for complex classical Chinese learning materials, the main effects of learning style and delay mode are obvious.In different learning styles, there are significant differences in the scores of sorting questions and rule summary questions, and in different delay ways, the results of rule summary questions are different.4 for simple classical Chinese learning materials, the main effects of learning style and delay mode are obvious, in different learning styles, there are significant differences in the performance of rule summary, and in different delay ways,There is significant difference between the judging test type and the rule summing up question type.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.3

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