含有新算符的代数运算规则学习的有效样例设计  

The Effective Design of Worked-example for Learning Algebra Operation Rules Containing New Operators

作　　者：张华[1] 曲可佳[1] 张奇[1] 

机构地区：[1]辽宁师范大学心理学院,大连116029

出　　处：《心理学报》2013年第10期1104-1110,共7页Acta Psychologica Sinica

基　　金：国家自然科学基金面上项目资助(项目批号:30970888)

摘　　要：为了探索含有新算符的代数运算规则学习的有效样例设计方式,分别采用"转换标记法"和"解释法"设计"指-对数转换"运算和对数运算的样例,考察了初中三年级学生代数运算规则样例学习的迁移效果。结果显示:(1)采用"转换标记法"设计的样例可以明显提高"指-对数转换"规则样例学习的迁移效果;(2)采用"解释法"设计的运算样例,能够明显促进"对数运算规则"的样例学习迁移效果,并与被试的基础知识有关。Most of the previous researches indicated that, after certain rules, they could master the rules involved to solve students had learned worked-examples including problems. However, recent researches have shown that students were able to discover and master new rules through well-designed worked-examples, based on their prior knowledge. Zhang Qi and Lin Hongxin （2005） and Lin Hongxin and Zhang Qi （2007） found that primary school students could learn new mathematic rules with proper design, but these students failed to master algebra rules. One possible reason of this finding was that the students did not understand the meaning of new algebra operators. Therefore, we designed worked-examples of conversion from index to logarithmic form by applying the ＂method of converting label＂ and worked examples of logarithmic operations by applying the ＂method of explanation＂. The main objective of our study was to examine the effectiveness of each design method on worked-example learning. In order to explore the effect of ＂method of converting label （design with method of converting label or normal design）＂ and ＂number of worked-examples （3 or 6）＂ on learning conversion from index to logarithmic form, a 2~2 between-subjects factorial design was used in Experiment 1. One hundred twenty 9th grade students participated the experiment in which they were divided into 4 groups to take part in different procedures. Experiment 2 used a 2 （method of design： design with the method of explanation or normal design） ~2 （learned the conversion rules： yes or no） between-subjects factorial design, in which there were also 120 9th grade students took part and carried on different procedures in 4 separate groups to learn logarithmic operation rules. There was a significant main effect of ＂method of converting label＂, which is, students who have learned worked-examples with this method performed better than those who haven＇t. However, there was no significant main effect of the number of examp

关 键 词：新算符 指-对数转换规则 对数运算规则 转换标记法 解释法 

分 类 号：B849[哲学宗教—应用心理学] G44[哲学宗教—心理学]