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质性比较专家与新手的物理学知识结构 被引量：1

A Qualitative Analysis of Knowledge Structure in Physics between Experts and Novices
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摘要 通过质性比较方法,本实验刻画了专家与新手在物理学欧姆定律上的知识差异,并发现,与新手相比,专家的知识结构有如下特点:(1)精致化,即拥有更多公式且生成了新公式,表示他们在知识之间形成了更多联系;(2)限制化,即添加更多恒定条件于知识中,从而产生更为明确的行动。此外,本实验在方法学上为细致描述和解释专长的实质提供了可能。 The experiment describes the qualitative differences of knowledge structure between experts and novices in terms of Ohm＇ s Law in physics. Compared with the novice, the expert＇s knowledge structure is, firstly, elaborated, with more generated formulas, which indicates more links between concepts, and is, secondly, constrained, which with more invariable conditions added, results in more definite actions, Besides, the experiment makes the method of depicting and explaining the nature of expertise clearer in some domains.
作者 胡谊 吴庆麟
机构地区 华东师范大学心理学系
出处 《心理科学》 CSSCI CSCD 北大核心 2006年第2期278-282,共5页 Journal of Psychological Science
基金 教育部教育科学"十五"规划项目(批准号:DBA010176)
关键词 专长 知识结构 陈述性知识 程序性知识 物理学 expertise, knowledge structure, declarative knowledge, procedural knowledge
分类号 O4-42 [理学—物理]
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参考文献10

  • 1Chi,M.T.H.,Glaser,R.,& Farr,M.J.The nature of expertise.Hillsdale,NJ:Erlbaum,1988
  • 2Feltovich,P.J.,Ford,K.M.,& Hoffman,R.R.Expertise in context:Human and machine.Cambridge,MA:MIT Press,1997
  • 3Chi,M.T.H.,Glaser,R.,& Rees,E.Expertise in problem solving.In:R.Sternberg (Ed.).Advances in the psychology of human intelligence.Hillsdale,HJ:Erlbaum,1982:17-76
  • 4Chi,M.T.H.Self-explaining expository texts:The dual processes of generating inferences and repairing mental models In:R.Glaser (Ed.),Advances in instructional psychology.Mahwah,NJ:Lawrence Erlbaum Associates.2000:209-234
  • 5Gobet,F.,& Simon,H.A.Templates in chess memory:A mechanism for recalling several boards.Cognitive Psychology,1996,31(1):1-40
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  • 7Ashworth,A.A.Skill as the fit between performer resources and task demands.In Proceedings of the 14th Annual Cognitive Science Meeting.Hillsdale,NJ.Erbaum,1992:444-449
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  • 9Sternberg,R.J.,& Grigorenko,E.L.The psychology of abilities,competencies,and expertise.Cambridge:Cambridge University Press,2003
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同被引文献12

  • 1邓铸,姜子云.问题图式获得理论及其在教学中的应用[J].南京师大学报（社会科学版）,2006(4):111-115. 被引量：26
  • 2Ellen D. Gagne. The Cognitive Psychology of School Learninl (second edition). New York: Harper Collins Collegepublisbers [M] 80-89, 151-175.
  • 3Marshall, S.P., (1995). Schemas in problem solving. Cam-bridge : Cambridge University Press.
  • 4Scarllert, D.L., (1982). The significance of knowledge: A synthesis of research related to schema theory. In W. Otto and S. White (Eds.), Reading expository material. New York : Academic Press.
  • 5Gagne.E.D., Yekovich, C.W., Yekovich, K.R., The cognitive Psychology of School Learning (2nd ed.). New York, NY: Harper Collins College Publishers, 1993.
  • 6Rosch, E., Gray C.B., Johnson D.M., Boyes-Braem, P. Basic Objects in Natural Categories. Cognitive Psychology, 1976, 8: 382-439.
  • 7Bower, G.H., Black, J.B., Turner, T.J. Scripts in Memory for Text. Cognitive Psychology, 1979,11 : 177-220.
  • 8Xindong Wu. Explicit Schematic Information in Knowledge Representation and Acquisition [J]. Expert Systems with Applications. 1998,15 : 215-221.
  • 9J R. Anderson. Skill Acquisition: Compilation of Weak-method Problem Solutions[J]. Psychological Review. 1987 (94) : 192-210.
  • 10郑素瑾,张俊.有关图式的研究及其对教学的启示[J].晋中学院学报,2008,25(2):110-112. 被引量：7

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心理科学
2006年 第2期

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