网球初学者类比学习和外显学习的协同效应——基于不同难度视角

Synergistic Effects of Analogy and Explicit Learning on Tennis Skills of Different Difficulty Levels

采用实验法,探讨类比与外显学习的不同组合方式对大学生网球初学者学习不同难度技能的影响。将右利手男生随机分为高、低难度任务组,再分为先外显后类比学习组、先类比后外显学习组、类比与外显学习交替组,以击球准确性、动作评分和动作知识数量为指标,对受试的发球绩效进行评价。结果显示:在学习高难度发球技能时,先类比后外显学习组的绩效好于其他两组;在学习低难度发球技能时,类比与外显学习交替组的绩效好于其他两组。

The study uses the methods of experiment to explore the synergistic effect of different combination of analogy learning and explicit learning on tennis skills of different difficulty levels for tennis beginners. Right-hand male students were randomly assigned into a high-difficulty-level group and a low-difficulty- level group, and then further assigned into an explicit-analogy group, an analogy-explicit group, an analogy and explicit alternating group. The dependant variables were the hitting accuracy, hitting gait ratings and the number of skill rules in the retention and transfer tests. In the high difficulty level group, the performance of analogy-explicit group was better than that of either explicit-analogy group or analogy and explicit alternating group. In the low difficulty level group, the performance of analogy and explicit alternating group was better than that of either explicit- analogy group or analogy-explicit group.