摘要
以初二学生为被试 ,考察了不同认知方式学生对不同体裁文章以及对有无标记说明文的学习效果。结果表明 ,(1)不同认知方式学生对散文的学习无明显差异 ,对说明文的学习场独立学生要好于场依存者 ;(2 )场独立者对有标记的说明文的学习效果要好于场依存者 ;对无标记说明文的学习 。
Using an expository text in two forms with and without signals and a prose as reading materials, 53 grade 2 junior middle school students with two cognitive styles participated in the experiment. The results showed:(1)there were no significant differences in prose comprehension and recall between field-dependent and field-independent students, while the field-independent students achieved better results in expository text reading than the field-dependent ones;(2)the field-independent students had a better achievement in expository text reading with signals than the field-dependent ones, but there were no significant differences between cognitive styles when the expository text with signals.
出处
《心理发展与教育》
CSSCI
北大核心
2001年第2期31-35,共5页
Psychological Development and Education
基金
教育部"九五"人文社科规划课题!"我国中小学生认知方式类型及其相关特征研究"的一部分