测验对学习促进作用的实验研究及启示  

An Experimental and Suggestive Study of the Stimulus Effects of Testing on Learning

作　　者：李宏英[1] 张洁尉[2] 连榕[1] 

机构地区：[1]福建师范大学教育科学与技术学院,福建福州350007 [2]西南大学心理学院,重庆400715

出　　处：《宁波大学学报（教育科学版）》2009年第5期32-35,共4页Journal of Ningbo University(Educational Science Edition)

摘　　要：考察了学习中的测验对最终测验回忆正确率的影响。被试内因素是学习过程(重复学习、有测验的学习),被试间因素为学习与最终测验之间的时间间隔(10分钟、1天)。发现有测验的学习条件优于重复学习条件,即存在测验效应,间隔10分钟组的正确率显著高于间隔1天组。测验可以作为学习的一种方式,在教学中得到更加合理的使用。测验与教学相结合的策略对于基础教育改革实践是有益的尝试。The purpose of the paper is to discuss the effects of formulative tests on the rate of retention of summative tests in terms of subjects＇ learning style（review,test） and interval（10min,1day） between study and the final test.The writer finds that the testing effects of test-based study are superior to those of review.A significant difference in the proportion of correct responses stands significantly between 10min interval and 1 day interval.Testing,an aid to learning,can be adopted in teaching in an effort to promote the reform of basic education.

关 键 词：重复学习 测验效应 教学策略 基础教育改革 

分 类 号：G442[哲学宗教—心理学]