子目标对问题解决思路形成的影响  

作　　者：仲晓波[1] 陈琦[1] 刘儒德[1] 

机构地区：[1]北京师范大学心理学系,100875

出　　处：《教育研究与实验》2002年第3期41-44,49,共5页Educational Research and Experiment

摘　　要：一、前言 任何一个任务的完成,都以它的子目标的完成为前提,而子目标又可以进一步分为更小的子目标,这样完成这个任务的程序就是一个有层次特征的子目标结构(subgoal hierarchy-structure)①。一些研究表明,学习者对问题的子目标的掌握是他们学会问题解决方法的一个重要标志。比如。The research consists of two experiments. Experiment one has proved that subgoal can facilitate the forming of problem - solving method that contains the subgoal. By the result of experiment two, we point out that the mechanism of this facilitation is as follows: the subjects have done many exercises which have similar subgoal structure with the problem to be solved, the facilitating function of subgoal for problem - solving method actually results from analogue and transfers from these exercises to the problem to be solved. By the result of this research, we think that manifesting the subgoal structure of problems in instruction would help the learners to solve new problems in new situations.

关 键 词：教育心理学 子目标 问题 解决 思路形成 

分 类 号：G420[文化科学—课程与教学论]