| 建构主义教学与元思维的关系:认知压力的解释 |
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| 引用本文： | 池丽萍,宗正,辛自强,陈英和. 建构主义教学与元思维的关系:认知压力的解释[J]. 心理发展与教育, 2018, 34(2): 181-190. DOI: 10.16187/j.cnki.issn1001-4918.2018.02.07 |
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| 作者姓名： | 池丽萍 宗正 辛自强 陈英和 |
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| 作者单位： | 1. 中华女子学院儿童发展与教育学院, 北京 100101;2. 中央财经大学社会与心理学院, 北京 100081;3. 北京师范大学发展心理研究所, 北京 100875 |
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| 基金项目： | 国家社会科学基金重大项目（14ZDB160）。 |
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| 摘 要： | 本研究采用建构主义教学评估问卷、认知压力问卷、一般元思维量表与情境元思维量表对381名学生进行测量,考察了建构主义教学与元思维之间的关系,以及一级、二级认知压力在其中的中介或解释作用。研究采用结构方程模型分析,结果显示:(1)仅考虑一级认知压力时,建构主义教学能正向预测两种元思维,一级认知压力在建构主义教学与两种元思维间皆起部分中介作用;(2)仅考虑二级认知压力时,其在建构主义教学与两种元思维间皆起完全中介作用;(3)同时加入两种认知压力时,仅二级认知压力的中介作用显著。
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| 关 键 词： | 建构主义教学 一级认知压力 二级认知压力 元思维 |
The Relationship of Constructivist Pedagogy and Metathinking: The Mediating Role of Cognitive Holding Power |
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| CHI Liping,ZONG Zheng,XIN Ziqiang,CHEN Yinghe. The Relationship of Constructivist Pedagogy and Metathinking: The Mediating Role of Cognitive Holding Power[J]. Psychological Development and Education, 2018, 34(2): 181-190. DOI: 10.16187/j.cnki.issn1001-4918.2018.02.07 |
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| Authors: | CHI Liping ZONG Zheng XIN Ziqiang CHEN Yinghe |
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| Affiliation: | 1. School of Child Development and Education, China Women's University, Beijing 100101;2. School of Sociology and Psychology, Central University of Finance and Economics, Beijing 100081;3. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875 |
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| Abstract: | Constructivist pedagogy may exert more cognitive holding power on students, so as to make them think more about their thinking process, i.e., to strengthen their metathinking. In the present study, the constructivist pedagogy evaluation questionnaire, the cognitive holding power questionnaire, and the scales of general metathinking and situational metathinking were administrated to a sample of 381 students in the grades of 5, 8, and 11 to explore the relationship among constructivist pedagogy, cognitive holding power and metathinking. It was found that (1) scores of constructivist pedagogy could positively predict levels of participants' general metathinking and situational metathinking; and (2) the first order cognitive holding power partly mediated the prediction relations, when adding the first order cognitive holding power as the only mediator; (3) while adding the second order cognitive holding power as the only mediator into the original direct path from constructivist pedagogy to general metathinking and situational metathinking, the direct path became not significant, whereas the mediating path was significant; (4) when the first and second order cognitive holding power were added into the direct path at the same time, constructivist pedagogy could only predict the level of the second order cognitive holding power, and the latter could affect participants' general metathinking and situational metathinking. |
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| Keywords: | constructivist pedagogy first order cognitive holding power second order cognitive holding power metathinking |
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