迁移意识提示对整合性问题解决的影响被引量：2

Effects of the Cue of Transfer Awareness on Integrated Problem Solving

下载PDF

导出

摘要本研究考察了迁移意识提示对已有数学经验水平不同的学习者整合性的排列组合与概率问题解决的影响。结果表明:迁移意识提示对整合性问题解决的影响视不同类型问题而定;迁移意识与习得经验之间具有交互作用,习得经验较丰富者、综合数学能力较高者,更易受益于迁移意识提示;当学习者具备相应的迁移意识和相关的各部分知识经验时,能够重新整合各部分经验,产生远迁移。 The present research explored the effects of the cue of transfer awareness on the integrated problem solving in probability and permutation and combination principle. The results showed that the cue of transfer awareness had different effects on different types of integrated problems. There were some interactions between prior math experience and transfer awareness. Students with rich prior math knowledge or with higher math ability were likely to take advantages of the cue of transfer awareness. Furthermore, students with transfer awareness as well as related componential knowledge could reconstruct and integrate the parts into an appropriate whole for far-transfer.

作者刘涵慧姚梅林吕红梅

机构地区北京师范大学心理学院北京教育学院

出处《心理科学》 CSSCI CSCD 北大核心 2009年第1期102-105,共4页 Journal of Psychological Science

关键词整合性问题解决迁移意识已有经验整合经验数学 integrated problem .solving, transfer awareness, prior knowledge, integrated experience, mathematics

分类号 B842 [哲学宗教—基础心理学]

引文网络
相关文献

参考文献11

1Lovett, M. C. , & Anderson,J. R. Effects of solving related proofs on memory and transferring geometry problem - solving. Journal of Experimental Psyehology: Learning, Memory, and Cognition, 1994, 20(2): 366- 378
2van Merrienboer, J. J. G. , Kirschner, P. A. et al. Taking the load off a Learner's Mind: Instructional Design for Complex Learning. Educational Psychologist, 2003, 38 (1): 5-13
3Pollock, E., Chandler, P., & Sweller, J. Assimilating complex information. Learning and Instruction, 2002, 12: 61 - 86
4Ayre, P. Impact of reducing intrinsic cognitive load on learning in mathematical domain. Applied Cognitive Psychology, 2006, 20 : 287 - 298
5Girod, M. & Wong, D . Anaesthetic (Deweyan) perspective on science learning: Case studies of three fourth graders. The Elementary School Journal, 2002, 102(3): 199 - 241
6Pugh, K. J. Teaching for transformative experiences science: An investigation of the effectiveness of two instructional elements. Teachers College Record, 2002, 104(1) : 101- 137
7喻平.加工水平对具有广义抽象关系数学问题迁移的影响[J].数学教育学报,2005,14(3):5-9. 被引量：7
8Salomon, G& Perkins, D.N. Are cognitive skills context - hound? Educational Researcher, 1989, 18(1) : 16 - 25
9Perkins, D. N., Jay, E. et al Beyond abilities: a dispositional theory of thinking. Merril Palmer Quarterly, 1993, 39:1 -21
10Prawat, R.S. Promoting Access to Knowledge, Strategy, and Disposition in Students: A Research Synthesis. Review of Educational Research, 1989,59 : 1 - 42

二级参考文献7

1喻平.数学问题解决中个体的CPFS结构对迁移的影响[J].数学教育学报,2004,13(4):13-16. 被引量：22
2徐利治张鸿庆.数学抽象度概念与抽象度分析法[J].数学研究与评论,1985,(2):133-140.
3[1]Reed S K, Dempster A, Ettinger M. Usefulness of Analogous Solutions for Solving Algebra Word Problems [J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1985, 11(1): 106-125.
4[2]Sweller J, Cooper G A. The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra [J].Cognition and Instruction, 1985, 2(1): 59-89.
5[3]Schoenfeld A. Beyond the Purely Cognitive: Blief Systems, Social Cognition, and Metacognitions as Driving Forces in Intellectual Performance [J]. Cognitive Science, 1983, 7(3): 329-363.
6[4]Cooper G A, Sweller J. Effects of Schema Acquisition and Ruke Automation on Mathematical Problem-solving Transfer [J]. Journal of Educational Psychology, 1987, 79(3): 347-362.
7杨卫星,张梅玲.平面几何解题过程中加工水平对迁移的影响[J].心理学报,2000,32(3):282-286. 被引量：17