“提取练习”促进意义学习：实验凭证与教学应用

“提取练习”对记忆保持的促进效应在过去10年获得了研究者的高度关注与认同。在此基础上, 研究者开始将提取练习研究的关注点由记忆保持转向对教学实践更具价值的意义学习上。本文从提取练习对意义材料学习的促进效应、提取练习在意义学习评估指标上的优势以及提取练习与其它意义学习方法的比较三个方面回顾了提取练习促进意义学习的实验证据, 介绍和比较了两种解释提取练习如何促进意义学习的理论假设, 并且梳理了在真实的课堂教学中获得的提取练习促进意义学习的研究成果。综述表明, 提取练习与重复学习和精细加工学习相比, 在促进意义学习方面更具优势, 值得且可以在教学实践中进行推广。但是, 现有研究中纳入的意义学习的评估指标体系、所涉及的知识类型以及与之比较的意义学习方法都较为单一, 且内部机制的解释理论也存在争议, 在以上方面还需要进行深入研究。

Promoting Meaningful Learning through Retrieval Practice: Experimental Evidences and Pedagogical Application

The enhancing effect of retrieval practice on memory retention gained great attention and recognition of researchers in the last decade. To take a step further, researchers have begun to shift their research focus from the impact of retrieval practice on memory retention to its impact on meaningful learning, which is of greater value for teaching practice. This paper firstly makes a review of the supporting evidences from experiments for the enhancing effect of retrieval practice on meaningful learning. The review is centered on three themes: retrieval practice promoting meaningful learning; the advantages of retrieval practice as an evaluation indicator for meaningful learning; the comparison between retrieval practice and other ways of meaningful learning. It then gives an introduction to and contrast between two theoretical hypotheses accounting for the positive impact of retrieval practice on meaningful learning. Next, it makes a summary and analysis of the empirical researches in real classroom on the promoting effect of retrieval practice on meaningful learning. Lastly, it concludes that retrieval practice has more advantages in promoting meaningful learning over repetitive learning and elaborative learning, and that it is worth of and feasible for wide-spread application in educational practice. However, previous studies are subject to the following shortcomings: the evaluation indicator system for meaningful learning adopted in the studies is still singular; the types of knowledge involved in the studies are limited; the other meaningful learning methods chosen to be compared with retrieval practice are not diverse; the theoretical explanations for the internal mechanism of retrieval practice are still of dispute. Therefore, further studies need to be conducted to address the above-mentioned issues.