样例学习中自我解释效应的研究  

The Research about the Effect of Self-Explanation during Learning from Worked-out Example

作　　者：张奇[1] 林楠[1,2] 

机构地区：[1]辽宁师范大学心理学院,辽宁大连116029 [2]沈阳师范大学学前与初等教育学院,辽宁沈阳110034

出　　处：《辽宁师范大学学报（社会科学版）》2014年第4期510-514,共5页Journal of Liaoning Normal University(Social Science Edition)

基　　金：国家自然科学基金项目(30970888);辽宁省教育科学"十二五"规划一般课题(JG11CB015)

摘　　要：在样例学习过程中,学习者对样例的知识内容进行自我解释,会导致样例学习成绩提高,这就是自我解释效应。Chi等人最初对自我解释效应所进行的研究发现,自我解释效应的影响因素包括先行知识、一般能力和个体差异。对自我解释效应的三种理论解释是:间隙—填充(gap—filling)、图式—结构(schema formation)和相似增强(analogical enhancement)。未来对自我解释效应研究的关注点是:自我解释效应的机制、人为设定自我解释提示能否改进学习效果,以及建构性活动与样例学习效果之间的关系。Self-explanation about learning material during learning from worked example results in improving performance, which is called self-explanation effect. At first, the article retrospected the researchmade by Chi et al. about self-explanation effect. Then the influence factors of self-explanation effect include three aspects, prior knowledge, general ability and individual difference. Three theory explanationsabout self-explanation effect gap-filling, schema formation and analogical enhancement. Future focus of self-explanation research is the mechanism of self-explanation effect, the effect of intentionally designed self-explanation hint and the relation between construction action and the effect of learning from worked example.

关 键 词：样例学习 自我解释 自我解释效应 

分 类 号：B842.1[哲学宗教—基础心理学]