策略发展中的“利用性缺陷”及其防止  

Utilization Deficiency and Countermeasures in Strategy Development

作　　者：刘电芝[1] 成茂芳[1] 

机构地区：[1]苏州大学教育学院,江苏苏州215123

出　　处：《宁波大学学报（教育科学版）》2008年第4期47-50,132,共5页Journal of Ningbo University(Educational Science Edition)

基　　金：全国优秀博士学位论文作者专项资金资助项目(200509);江苏省教育厅高校哲学社会科学研究项目(05JD740022)

摘　　要："利用性缺陷"是儿童策略发展过程中的一种较为普遍的现象。文章从影响学习策略的年龄因素、有限认知资源、策略整合能力与抑制能力等策略使用的认知因素、背景知识、条件化知识等策略使用知识基础因素、主体体验及策略训练因素五大方面,分析了儿童产生策略"利用性缺陷"的原因,在此基础上有针对性地提出了通过指导学生抑制习惯性优势反应,讲授策略使用的条件性知识,给予学生"最近发展区"的任务,注重学生积极的情感体验,重视个体差异等方面防止产生策略"利用性缺陷"的建议。＂Utilization deficiency＂ is a common phenomenon in children＇ strategy development. This paper analyzes the causes for ＂utilization deficiency＂ from 5 aspects： age, cognitive factors such as limited cognitive resource, strategy conformity and inhibition ability, basic knowledge of strategy use like cognition, background knowledge, and conditional knowledge,.snhject experience and strategy training. The writer, thus, suggests that ＂utilization deficiency＂ be avoided by instructing children to restrain their predominance reaction and the conditions of strategy use, assigning them proper tasks in the ＂zone of proximal development＂ ; and attaching much importance to their emotional experience and individual differences.

关 键 词：策略发展 利用性缺陷 条件性知识 情感体验 

分 类 号：G44[哲学宗教—心理学]