| 智慧技能的一般教学模型与实验验证 |
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| 引用本文： | 高民,邵瑞珍. 智慧技能的一般教学模型与实验验证[J]. 应用心理学, 1997, 0(2) |
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| 作者姓名： | 高民 邵瑞珍 |
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| 作者单位： | 上海市教育科学研究院普通教育研究所(高民)，华东师范大学心理学系(邵瑞珍) |
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| 摘 要： | 该文给出了智慧技能的一般教学模型 ,将智慧技能的教学分为两个主要阶段 :陈述性编码阶段、程序性编码阶段。为验证此模型在教学实践中的可行性 ,在课堂教学情境中进行了模拟实验。选取同一所学校初二年级的四个班学生共 2 2 2人 ,随机安排四个班分别接受“欧姆定律”四种教案的教学 :发现式新教案、发现式旧教案、接受式新教案、接受式旧教案 ,随后进行迁移能力测验 ,结果表明采用新教案组织教学 ,即按上述模型控制好影响智慧技能的一些关键因素 ,将更利于学生获取智慧技能。
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| 关 键 词： | 智慧技能的一般教学模型 陈述性编码 程序性编码 |
A Model of Intellectual Skill Instruction and Some Experiment Evidences |
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| Gao Min. A Model of Intellectual Skill Instruction and Some Experiment Evidences[J]. Chinese JOurnal of Applied Psychology, 1997, 0(2) |
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| Authors: | Gao Min |
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| Abstract: | A model of intellectual skill instruction was developed in this study. According to this model, the process of intellectual skill instruction takes two stages: declarative encoding stage and procedural encoding stage. Four instruction modes were designed. They were new discovery mode, old discovery mode, new reception mode, and old reception mode. 222 subjects sampled from four classes of grade 8 were arranged to the four instruction modes respectively in the experiment. The result indicated that both the main effects of instruction mode, knowledge base and test format and their interactions were statistically significant. |
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| Keywords: | model of intellectual skill instruction declarative encoding procedural encoding |
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