小学三年级句群教学实验研究

An Experimental Research on Teaching Sentence Groups to Third-Grade Pupils

探讨在小学三年级句群教学条件下.样例的不同呈现方式与练习方法对形成有关图式及其技能的影响。同时,考察陈述性知识、认知技能(一般程序性知识)和策略相互间的关系及对被试任务操作的影响效果。研究结果表明:(1)在实验班中,同时呈现两个以上样例并加以归纳,再循序渐进地进行变式练习,有利于图式与技能形成以及类比迁移,且中差生获益较大;(2)在被试的任务操作中,陈述性知识主效应非常显著,其次为认知技能,再次为策略,陈述性知识和认知技能之间存在显著交互作用。

This study mainly explored the effects of examples of sentence groups with different presentation and exercises during the formation course of the schema and cognitive skills,and investigated the interrelation among declarative knowledge and cognitive skills and strategies in pupils' performance. The results suggested: (a)in the experimental class, presenting two or more examples and inducing from these examples and exercising in a progressive way were beneficial to the formation of the schema and cognitive skills and to the analogical transfer, and most pupils made more progress than pupils did in the controled class; (b)in the subjects' performance there were the main effect of declarative knowledge, and significant interraction between declaractive knowledge and cognitive skills