自我解释对等差数列概念和通项公式远近迁移的影响

Self-explanation Effect on the Far-transfer and the Near-transfer of Arithmetic Progression Concept and Its General Term Formula

远近迁移测试结果表明：两种自我解释方式和学习方式在等差数列问题的远近迁移成绩上都不存在显著差异,而且两因素的交互作用也不显著.对能否完成等差数列概念和通项公式的远迁移进行分析的结果表明：相比较自学方式而言,教师讲解更有利于等差数列概念的远迁移.

We were to explore the self-explanation effect on the fan-transfer and the near-transfer of arithmetic progression concept and its general term formula.Subjects were tenth-graders in a high school,Beijing.They were asked separately to learn the arithmetic progression concept and general term formula under four conditions.After learning,they were asked to finish a test of near-transfer problems and far-transfer problems.The results showed that there were not differences in the near-transfer scores and the far-transfer scores of arithmetic progression problems between two models of self-explanation,and between two models of learning.There was not two factors interaction significantly.By further analyzing whether subjects transferred the concept and the general term formula to far-transfer problems,more results showed that： instruction was much more conducive to student＇s far-transfer of the arithmetic progression concept,and the induced self-explanation effect was not significant different from spontaneous self-explanation.