提问水平与结构训练对文章标记效应的影响  

Influences of levels of Problem Posing and Structure Training on the Mechanism of Text Signals

作　　者：宋广文[1] 邢洪军[2] 马玉花[2] 

机构地区：[1]曲阜师范大学心理科学研究所,曲阜273165 [2]曲阜师范大学教育科学学院,曲阜273165

出　　处：《心理科学》2011年第3期588-592,共5页Journal of Psychological Science

基　　金：山东省"十一五"教育科学重点课题(2010GZ009)的资助;曲阜师范大学博士科研基金资助

摘　　要：实验一、二采用2*2被试间设计,以高中生为被试,探讨不同提问水平的学生在有无文章标记的条件下对阅读信息保持的影响,并验证文章标记效应的作用机制。实验一结论:在提问水平变量下,文章标记的"质量性假设"成立。而"数量性假设"比较复杂,只有在特定的条件下才成立。实验二结论:文章标记效应的产生机制更加符合策略转换假说。To explore the influnces of levels of problem posing and structure training on mechanism of text signals, 320 senior middle school students were examined respectively in 2 experiments with reading comprehensive tests, problem posing levels measuring and recalling scores . The research was a 2 × 2 between-group design. In experiment 1, two popular science articles were selected as reading materials and their problem posing levels were identified as different levels by 3 Chinese language teachers worked more than 5 years. The top 2796 of the students were confirmed as a group of high level thinking involved and the low 27% of the students was a group of low level thinking involved. An article from the journal of Science with 6 propsitions was rewritten in two editions,one with signals and the other without any signal. Students were asked to read the article within 8 minutes and do a recall test and problem posing after. Their scores were measured according to Meyer and Lorch（Lorch, 1996） and Mayer, Dyck ＆Cook（1984）. The experiment lasted within about 40 minutes. In Experiment 2, 120 students were divided into 2 groups, one being trained with the constructing of a structure represientation of the article and then were asked to do the free - recall according to their setteled structure represientation. The no-training group had no hints. The conclusions were as follows. After the addition of the variable with the name of levels of problem posing, the qualitative hypothesis of text signals was tenable while the quantitative hypothesis was very complex. For the recalling number of prepositions, text signals had a promoting effect for all types of students. For the overall scores of recalling of the articals, signals and levels of problem posing had an interactive effect, that is, signals had a signifancant promoting effect for the low level thinking involved group, but no effect for the high level Igainking involved group. The mechanism of signals was comformed by the strategy-switch hypothesis. The results

关 键 词：提问水平 文章标记 结构训练 高中生 

分 类 号：B844.2[哲学宗教—发展与教育心理学]