审美概念学习效应与迁移的逻辑线路探究  

A STUDY OF LOGICAL RULES OF THE EFFECT AND TRANSFER OF SMSD AESTHETIC CONCEPT LEARNING

作　　者：赵伶俐[1] 

机构地区：[1]西南师范大学心理系,重庆400715

出　　处：《心理科学》2002年第1期60-63,共4页Journal of Psychological Science

基　　金：全国教育科学九五规划项目"学校美育系统和美育心理发展实验研究"的子课题之一

摘　　要：以 49名小学四年级学生和 30名大学教师及研究生为实验对象 ,采用SMSD模式进行审美概念学习 ,结果发现这两组被试的审美理解和感受水平都有显著提高。对大学教师研究生组再作前审美概念 (已学概念 )之于后审美概念 (未学概念 )各因素影响情况的回归分析 ,得到四个回归方程 ,据此绘制出SMSD模式审美概念学习迁移模型图 ,归纳出平行迁移、纵向迁移、交叉迁移、小巡回迁移、大巡回迁移等若干逻辑线路。The subjects of this study included 49 pupils of grade 4 in an elementary school and 30 graduate students and university teachers. They learned aesthetic concepts under the guideline of SMSD Model. The result showed that the model did improve the subjects' aesthetic understanding and aesthetic feeling, no matter whether they belonged to the group of lower thinking level or the group of higher thinking level. Four regression equations were required by a regression analysis of the effect of aesthetic concepts learned on aesthetic concepts unlearned. On the basis of the equations, a model diagram of SMSD aesthetic concept learning and transfer was drawn. And by analysis and induction, the logical rules of parallel transfer, longitudinal transfer, cross transfer, circuit transfer appeared clearly.

关 键 词：概念学习 大学教师 研究生 小学四年级 纵向迁移 探究 审美 影响 因素 感受 

分 类 号：B842[哲学宗教—基础心理学]