知识的加工阶段与教学条件  

The Processing Stages of Knowledge and Teaching Conditions

作　　者：黄梅[1,2] 黄希庭[3,4] 

机构地区：[1]西南大学化学化工学院 [2]西南大学化学教师教育研究所 [3]西南大学心理学部 [4]重庆市人文社会科学重点学科心理学与社会发展研究中心

出　　处：《教育研究》2015年第7期108-115,共8页Educational Research

基　　金：国家留学基金委员会留学基金资助项目(项目编号:留金法[2012]5030)的阶段性研究成果

摘　　要：知识的加工阶段与教学条件之间具有内在的相关性。知识的内在加工分为陈述化、程序化和迁移三个阶段。在陈述化阶段通过认知困惑激活启动认知、预测与开放性分析和精加工创造新的联结等教学条件促进更深的认知加工和持久的记忆表征,加快知识的提取速度,促进知识的迁移;在程序化阶段,通过联系定位加工、练习反馈等教学条件使产生式的联结得到增强,促进知识的平稳性和准确性;在迁移阶段,通过模型化加工、系统的问题解决和元认知反馈学习等教学条件对知识不断地进行解释与修正,发展学生系统解决问题以及灵活运用认知策略对学习过程进行反思、优化和归纳总结的能力。The processing stages of knowledge are internally correlated to the teaching conditions. The knowledge processing is divided into three stages, which includes declaration, procedure and transfer. At the declarative stage, the teaching conditions such as activating cognition by cognitive puzzle, predicting and opening analysis, and creating new connections by elaboration, can enhance the cognitive processing more deeply and lead to everlasting memory, so as to accelerate the retrieval speed and improve the transfer of knowledge. At the procedural stage, the relation-oriented processing and practice-reflected teaching conditions can strengthen the link of production, and facilitate the stationarity and accuracy of knowledge. At the transfer stage, the teaching conditions of modelization processing, systematic problem solving and recta-cognition feedback learning can review and interpretate knowledge continuously, so as to develop students＇ competences in solving problems systematically and reflecting consciously, optimizing and generalizing learning process by flexible use of cognitive strategies.

关 键 词：知识加工 加工阶段 教学条件 

分 类 号：G442[哲学宗教—心理学]