学习项目的字体大小对学习时间分配的影响

发布时间：2018-05-17 13:17

本文选题：学习时间分配 + 基于议程调节模型　；参考：《浙江师范大学》2014年硕士论文

【摘要】：学习是人类赖以生存和发展的重要认知活动,有效学习在很大程度上取决于学习者的自我调节学习的程度。自我调节学习是学习者为了提高学习效率而主动运用与调控元认知,动机及行为的过程。其中,元认知是其重要形式,包括元认知监测与控制。学习时间分配是反映学习者调节学习的重要指标之一。深入研究学习时间分配,可以进一步揭示其的规律,将为教育教学提供科学的理论参考。论文基于Metcalf的研究范式,设计三个实验来具体考察字体大小对学习时间分配的影响。自变量有项目的字体大小、项目难度和项目分值,因变量有回忆成绩和学习时间分配。本研究包括三个实验。实验1采用单因素被试内设计,考察字体大小对学习时间分配的影响。实验2和实验3在实验1的基础上,分别增加了项目难度因素和项目分值因素,进而考察项目的字体大小与难度或分值对学习时间分配的影响。本研究主要得出了以下结果： (1)在回忆成绩上,学习项目的不同字体大小对项目的回忆成绩不存在影响。 (2)在自定步调学习时间分配上,项目字体大小的影响不稳定,在不同的实验情景下,个体在不同字体大小的学习项目上分配不同的学习时间。 (3)在项目选择上,个体会在第一次项目选择上倾向于按照习惯性反应选择大字体项目学习,在第二次项目选择上个体倾向于选择容易项目或者高分项目来学习,表明被试会根据学习情境采用议程驱动和习惯性反应进行学习时间分配,以最小的努力来实现学习目标。本研究发现,传统的差异缩小模型、层次模型和最近学习区模型在解释学习时间分配的内在机制方面均存在一定局限。另外,在字体大小对学习时间分配的影响机制上,这些理论都无法给予解释。基于议程模型可以将字体大小效应纳入模型的整体框架中更适合解释本研究的结果。
[Abstract]:Learning is an important cognitive activity for human survival and development. To a large extent, effective learning depends on the degree of self-regulated learning. Self-regulated learning is a process in which learners actively use and regulate metacognition, motivation and behavior in order to improve their learning efficiency. Metacognition is an important form of metacognition, including metacognitive monitoring and control. The allocation of learning time is one of the important indicators to reflect learners' adjustment of learning. Further study on the allocation of learning time can further reveal its rules and provide a scientific theoretical reference for education and teaching. Based on the research paradigm of Metcalf, three experiments are designed to investigate the effect of font size on learning time allocation. Independent variables include project font size, project difficulty and project score, and dependent variables include recall scores and learning time allocation. This study includes three experiments. In experiment 1, single factor design was used to investigate the effect of font size on learning time allocation. On the basis of experiment 1, experiments 2 and 3 increase the factors of project difficulty and item score respectively, and then investigate the effect of font size and difficulty or score on learning time distribution. The main results of this study are as follows: 1) on the recall score, the different font sizes of the learning items have no effect on the recall scores of the items. (2) in the allocation of self-paced learning time, the effect of item font size is not stable. In different experimental situations, individuals allocate different learning time on different font size learning items. In project selection, individuals tend to choose large font items according to habitual reaction in the first project selection, while individuals tend to choose easy items or high score items to learn in the second project selection. The results showed that the participants used agenda driven and habitual reaction to allocate learning time according to the learning situation, and to achieve the learning goal with minimal effort. It is found that the traditional difference reduction model, the hierarchical model and the recent learning area model have some limitations in explaining the intrinsic mechanism of learning time allocation. In addition, these theories can not explain the influence of font size on learning time allocation. Based on the agenda model, the font size effect can be incorporated into the overall framework of the model to explain the results of this study.
【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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