材料模式与认知负荷对小学生类比学习的影响

探讨学习材料不同模式和学习过程不同的认知负荷对小学生类比推理学习迁移的影响.包括两个分实验.实验1探讨学习材料的不同组织模式对小学生类比推理学习迁移的影响,两组小学生分别学习模式化与非模式化的材料,然后完成迁移程度远近不同的四类测题.结果表明,非模式化条件下完成远迁移题目的成绩显著优于模式化条件下的成绩.实验2探讨小学生在不同认知负荷条件下类比推理学习的迁移效果,两组小学生分别在高认知负荷与低认知负荷情况下学习类比推理的材料,然后完成上述四类测题.结果表明,高认知负荷条件下完成远迁移题目的成绩显著优于低认知负荷条件下的成绩.本实验结果表明,对于小学生类比推理的学习来说,非模式化、高负荷的学习更有利于促进迁移,支持了积极反应理论.

The Influence of Material Schemata and Cognitive Loads on the Learning Transfer of Primary School Children

This research probed into the influence of the schemata of learning materials and the cognitive loads in the learning course on the transfer of the learning in the analogical reasoning of pupils. Two experiments were conducted. In Experiment 1, the influence of the different models of learning materials on the transfer of the learning in the analogical reasoning of pupils was studied. Having learned the materials organized in schemata or in nonschemata respectively, the two group of subjects were asked to finish four kinds of items which had varying distance of transfer. The results indicated that the achievement in the condition of schemata significantly excelled that in the condition of nonschemata. In Experiment 2, the influence of the different cognitive loads during the learning on the transfer of the learning in the analogical reasoning of pupils was studied. Having learned the materials in the high load condition or in the low load condition respectively, the two group of subjects were asked to finish the same four kinds of items. The results indicated that the achievement in the high load significantly excelled that in the low load. According to the results of both experiments, it could be concluded that for the learning in the analogical reasoning of pupils, the learning in the conditions of nonschemata and high cognitive loads was advantageous to the far transfer, which supported the active responding theory.