反思型样例对初中生数学学习成绩的影响研究

发布时间：2019-03-08 08:10

【摘要】：随着样例学习的有效性得到广泛证实,人们对样例学习的研究逐步深入.本研究旨在探讨反思型样例对初中生数学学习的影响.在相关文献综述的基础上,系统地对数学样例设计的影响因素进行梳理与归纳,从而得到数学样例设计的影响因素框图,发现在数学样例设计时并未考虑反思这一因素.进一步,结合元认知理论和建构主义理论给出反思型样例的定义,且探讨了数学反思型样例设计的内容.以上主要是从理论上对数学反思型样例进行研究,在实验研究中,实验一采用′′222混合设计,探讨有/无反思型样例对不同数学能力水平的学习者迁移、认知负荷的影响;实验二同样采用′′222混合设计,研究了有/无反思型样例和不同的自我解释模式结合对迁移、认知负荷的影响.两个实验均在被试自学样例材料的情况下进行,运用SPSS统计分析,结果表明:(1)有/无反思型样例、数学能力对近迁移成绩的影响不显著,但对远迁移成绩有着交互的影响;有/无反思型样例对认知负荷的影响不显著,且与数学能力水平的交互作用也不显著。(2)有/无反思型样例、自我解释模式对近迁移成绩的影响不显著,但对远迁移成绩有着交互的影响;有/无反思型样例在认知负荷上的主效应没有达到显著水平,与自我解释模式的交互作用亦没有达到显著水平。
[Abstract]:As the validity of sample learning has been widely proved, the research on case learning has been carried out step by step. The purpose of this study is to explore the influence of reflective examples on mathematics learning of junior high school students. On the basis of relevant literature review, the influence factors of mathematical sample design are systematically combed and summarized, and then the block diagram of influencing factors of mathematical sample design is obtained. It is found that the reflection factor is not considered in the mathematical sample design. Furthermore, combined with metacognitive theory and constructivism theory, the definition of reflective example is given, and the content of mathematical reflective example design is discussed. In the experimental study, the '222' hybrid design is used to explore the influence of the sample with / without reflection on learners' transfer and cognitive load at different levels of mathematical competence. In the second experiment, the '222' hybrid design was also used to study the effects of different self-explanatory models on transfer and cognitive load. [WT5 "HZ] [WT5" HZ] "[WT5" BZ] [WT5 "BZ] The two experiments were carried out under the condition of self-taught sample materials, and the results were analyzed by SPSS statistical analysis. The results showed that: (1) there were / no reflective examples, and the mathematical ability had no significant effect on the near-transfer performance. However, it has an interactive effect on the results of long-distance migration. There are / no reflective examples have no significant impact on cognitive load, and the interaction with mathematical ability level is not significant. (2) there are / no reflective examples, self-explanatory model has no significant impact on near-transfer performance. However, it has an interactive effect on the results of long-distance migration. There was no significant effect on cognitive load and interaction with self-explanatory model in the sample with / without reflexivity. The results showed that there was no significant difference in the interaction between the self-explanatory model and the self-explanatory model.
【学位授予单位】：深圳大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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