摘要
以高一学生为被试 ,考察了不同认知方式学生对不同学科文章以及有无清晰结构条件下的阅读迁移效果。结果表明 ,(1)在文章结构清晰条件下学生的阅读迁移效果明显好于结构模糊条件下的阅读迁移效果。(2 )不同认知方式学生对不同学科的阅读迁移无明显差异。 (3)在有清晰结构条件下 ,场独立者与场依存者的阅读迁移成绩无显著差异 ;在结构模糊的条件下 ,场独立者的迁移成绩优于场依存者。
The effect of reading\|transfer was investigated on the condition of different subjects and having clear structure or not in text when senior students'cognitive styles were different.The results indicated that,(1)The effect of reading\|transfer on the conditionof haveing clear structure in text was significantly superior to that on the condition of having vague structure in text.(2)There was no significant difference between field\|dependent and independent students'effect of reading\|transfer to different subjects.(3) No significant difference was found between field\|dependent and independent students on the conditon of having clear structure in text.But the performance of field\|independent students were significantly better than that of field\|dependent students on the condition of having vague structure in text.
出处
《心理发展与教育》
CSSCI
北大核心
2002年第4期52-55,共4页
Psychological Development and Education
基金
教育部人文社会科学规划课题 (98JCXLX0 0 3)成果
关键词
高中生
认知方式
学科内容
阅读迁移效果
文章结构
cognitive styles
clear structure
vague structure
subjects
effect of reading\|transfer
