问题图式:培养学生问题解决能力的基石  

Problem Schema:A Cornerstone of Fostering Students' Problem-Solving Abilities

作　　者：吴吉惠[1] 

机构地区：[1]西华师范大学四川省教育发展研究中心,四川南充637009

出　　处：《西南交通大学学报（社会科学版）》2010年第6期115-119,共5页Journal of Southwest Jiaotong University(Social Sciences)

基　　金：四川省教育发展研究中心项目(川教函[2008]571号)

摘　　要：问题图式具有知识的概括性、认知资源的经济性、未知变量的可推理性和广泛的迁移性等特点,是学生用以组织知识和应用知识的有效方式。而在知识学习和问题解决过程中能否归纳出问题图式和对图式进行改进是提高学生问题解决能力的关键。为形成有效的问题图式,在教学中应注重对知识进行复述、精加工和组织,以形成条件化知识;要对问题进行深层结构表征,并加强元认知能力的训练和培养及样例的学习,以加强学生问题解决过程中的图式建立、运用、综合能力,提高学生解决问题的效率。Problem schema, as an effective way for students to organize and use knowledge, is characterized by the generality of knowledge, economy of cognitive resources, reasoning of unknown variables, and wide-ranged migratory. In the process of knowledge acquiring and problem solving, the key to improve students＇ ability to solve problems lies in whether shemas could be induced and improved. In the teaching process, great importance must be attached to the following aspects： to repeat, finish and organize knowledge to form conditional knowledge; to grasp the deep structure of the problem, and strengthen the training and cultivation of meta-cognitive abilities and learn from worked examples to achieve the effective formation, application and comprehensive ability and enhance students＇ problem- solving efficiency.

关 键 词：问题图式 问题表征 图式归纳 产生式知识 条件化知识 元认知能力 

分 类 号：G424[文化科学—课程与教学论]