| 先前知识和样例设计对学习分数乘法规则的影响 |
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| 引用本文： | 曲可佳,刘颖英. 先前知识和样例设计对学习分数乘法规则的影响[J]. 心理发展与教育, 2021, 37(4): 539-545. DOI: 10.16187/j.cnki.issn1001-4918.2021.04.10 |
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| 作者姓名： | 曲可佳 刘颖英 |
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| 作者单位： | 1. 辽宁师范大学心理学院, 大连 116029;2. 辽宁师范大学儿童青少年健康人格评定与培养协同创新中心, 大连 116029 |
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| 基金项目： | 教育部人文社会科学研究青年基金项目（15YJC190017）；辽宁省教育厅人文社会科学研究一般项目（WJ2020008）。 |
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| 摘 要： | 研究通过3个实验，以6年级学生为被试，考察了先前知识在分数乘法规则单、双内容样例学习中的作用以及“标记法”、“标记+注释法”样例设计方法对低先前知识学生学习双内容样例的促进效果。结果发现：（1）高先前知识学生学习两种样例的迁移成绩无显著差异，且均好于低先前知识学生的成绩；（2）低先前知识学生学习单内容样例的迁移成绩明显优于双内容样例；（3）与学习普通样例相比，低先前知识学生学习“标记法”双内容样例的后测成绩无显著差异，但学习“标记+注释法”设计的样例的成绩明显更好。结果表明，学生单、双内容样例的学习效果受其先前知识水平的影响；低先前知识学生未能从“标记法”设计的双内容样例中获益，但学习“标记+注释法”设计的样例效果更佳。
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| 关 键 词： | 样例学习 双内容样例 先前知识 样例设计 |
The Effects of Prior Knowledge and Design Method on Learning Rules of Fraction Multiplication |
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| QU Kejia,LIU Yingying. The Effects of Prior Knowledge and Design Method on Learning Rules of Fraction Multiplication[J]. Psychological Development and Education, 2021, 37(4): 539-545. DOI: 10.16187/j.cnki.issn1001-4918.2021.04.10 |
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| Authors: | QU Kejia LIU Yingying |
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| Affiliation: | 1. School of Psychology, Liaoning Normal University, Dalian 116029;2. Collaborative Innovation Center for Healthy Personality Assessment and Training of Children and Adolescents, Liaoning Normal University, Dalian 116029 |
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| Abstract: | The current study explored the effects of prior knowledge and different design methods on example learning by three experiments. There were a total of 240 6th grade students who participated in the experiments. In Experiment 1, we investigated the effects of students' prior knowledge on learning fractional multiplication by single-content examples and double-content examples. In Experiment 2, in order to examine the effect of "Mark Method", two groups of students with low prior knowledge learned double-content examples designed with "Mark method" and common examples respectively. In experiment 3, we compared the effect of examples designed with "Mark+Annotation Method" and common double-content examples. The results were as follows:(1) There were no significant differences on the post-test performance between students with high prior knowledge in learning single-content examples and double-content examples; (2)Students with low prior knowledge performed better by learning single-content examples than by double-content examples; (3) For students with low prior knowledge, there was no significant difference on the post-test performance between the "Mark method" example group and the common example group, whereas those students learning examples designed by "Mark+Annotation Method" performed significantly better. These findings suggest that the examples learning effects were affected by prior knowledge level. Besides, students with low prior knowledge benefits from double-content examples designed by "Mark+Annotation Method", not examples designed with "Mark method". |
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| Keywords: | worked-example learning double-content examples prior knowledge worked-example design |
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