期刊文献+

浅析大学生学习取向对不同课程知识获得的影响

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摘要 通过回顾学习方式理论对学习取向的研究以及使用R/K判断对知识表征和记忆类型的研究,并以三所高校不同专业学生14门课程的实验结果为依据,分析了课程的图式化程度对知识获得的主要作用,以及应如何针对课程自身的特点进行学习取向的干预。
作者 胡静
出处 《克拉玛依学刊》 2014年第3期64-67,共4页 Journal of Karamay
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