论记忆研究的三种重要范式对教学的不同影响  

On The Paradigm Shift in Memory Research and Their Influence on Teaching

作　　者：王呈祥[1] 

机构地区：[1]天水师范学院教育学院,甘肃天水741001

出　　处：《天水师范学院学报》2004年第6期85-88,共4页Journal of Tianshui Normal University

摘　　要：在记忆研究中,形成了三种有重要影响的研究范式并对教学产生了不同影响。联想研究为建立科学教学论的最初努力提供了心理学支持,并为教学中组织教学材料提供了理论依据;艾宾浩斯研究范式不仅为控制教学条件提供了严格意义上的科学依据,而且为教学研究提供了科学的形式,促进了教学的实验研究,促进了教学研究由经验范式向科学范式的飞跃;认知心理学的研究促进了记忆研究、教学论构建、教学实践三者之间的融合。适应网络时代要求的教学理论必须对记忆内容、记忆过程和影响记忆因素三方面的资料做出更为全面的整合。In the history of memory research there have developed three main paradigms, which have made important influence on teaching in different aspect. Associational psychology supported early educationalists' struggle for establishing a scientific teaching theory by providing psychological term, perspective, and theoretic background that also impacted each other's practice in the organization of teaching materials. A new memory research paradigm founded by Ebbinghaus not only provided truly rigorous scientific evidences for teaching theory and for designing conditions in teaching practice, but also equipped teaching research with scientific methodology, and consequently experimental research emerged in teaching study and soon governed this domain. Cognitive psychology encouraged the integration of memory research, teaching theory and teaching practice. In an era of Internet, any teaching theory has to integrate all the facts from memory research on contents, process, and conditions.

关 键 词：记忆研究 联想心理学 艾宾浩斯 认知心理学 研究范式 教学理论 

分 类 号：G44[哲学宗教—心理学]