上行学业比较影响初中生词汇再认成绩的实验研究

Impact of Upward Academic Performance Comparison on Subsequent Word-Recognition Task Performance among Junior Middle School Students:An Experimental Study

通过研究主动、被动上行学业比较以及控制条件下初中生在词汇再认任务上的成绩变化,考察学业成绩比较方式对后继学习任务的影响.结果发现:与控制条件相比,上行学业成绩比较能够促进学生后继词汇再认任务的成绩,其中主动组与控制组差异显著(p=0.015),被动组成绩处于控制组和主动组之间,但均未达到显著水平.认为上行学业成绩比较能够促进初中生后继词汇任务成绩,主动和被动方式之中,以主动比较为佳.

To investigate the impact of upward academic performance comparison methods on the subsequent task performance,scores of the recognized words were counted in the active,and passive upward academic performance and controlled groups.The results showed that compared with the controlled method,upward school performance comparison could promote the performance of subsequent word-recognition task.The scores were significantly different（p 0.015） between the active and the controlled groups.Subjects＇ scores in the passive group were higher than those of the controlled group and lower than the active group,the difference being non-significant statistically.It is thus concluded that upward academic performance comparison could promote the performance of the subsequent word-recognition task,and the upward active academic performance comparison was better than the passive one.