知识教学中认知策略与原有知识间关系的实验研究

模拟课堂教学情境，探讨知识教学中学习者的认知策略与原有知识间的相互关系。研究表明，二者存在明显的相互作用，策略学习只有在学习者具备适当原有知识的基础上才能有效地促进学习；当原有知识缺乏时，策略教学对学习成绩没有显著性影响；原有知识水平的高低可直接影响学生的学习成绩。该结论对于实际教学工作具有一定的指导意义。

A RESEARCH ON THE RELATIONSHIPBETWEEN COGNITIVE STRATEGY ANDPRIOR KNOWLEDGE IN TEACHING

By simulating the real instructional condition, westudied the relationship between the learner's cognitivestrategy and prior knowledge in knowledge instruction. We found that there was significant interactionbetween them: strategy instruction could promotelearning effectively only on the basis that the learnerhas got proper prior knowledgel in absence of priorknowledge, strategy instruction had no significant effect on learning performance: the level of prior knowledge could affect learning directly. This result provided guidance for the actual instruction of knowledge.