学业困惑:概念、研究范式及其与学习的关系  

Learning Confusion: Conception, Research Paradigm and Its Relation with Learning

作　　者：马惠霞[1] 杨莹莹[1] 

机构地区：[1]天津师范大学心理与行为研究院,天津300074

出　　处：《心理与行为研究》2015年第6期839-845,共7页Studies of Psychology and Behavior

摘　　要：学业困惑常出现在复杂学习情境(如智能教学系统)中,即当学习者在学习过程中,遇到的新信息与已有知识之间发生冲突时。它有独特的表现,是一种特殊的学业情绪。文章综述了学业困惑的定义、表现、产生情境和研究范式,以及学业困惑与学习之间的关系等问题。并对未来有关学业困惑的研究进行了展望,包括应从困惑的瞬时动态性、出现的最佳时间、困惑与其他学业情绪的相互转换等方面深入研究,以便教师能够在教学情境的设计中适当诱发学业困惑情绪,并促进其对学习的积极作用。Learning confusion often appears in complex learning environments, which is triggered by impasse when learners are confronted with new information that is inconsistent with existing knowledge in learning process. It has a unique facial expression,, and belongs to a special kind of academic emotions. The present article intro- duced the concept, identificatiGn, research paradigm, theoretical framework of learning confusion as well as the relationship between confusion and learning in the intelligent tutoring system （ITS） . The future research will be more valuable if it can focus on the instantaneous dynamic, the best time when learning confusion occurs in the learning process and the interconversion between learning confusion and other academic emotions. With the de- velopment of research, inducing and resolving confusion with reference to individual difference, future researches will promote the positive effect of the confusion on learning in tutorial environments.

关 键 词：学业困惑 智能教学系统 研究范式 困惑与学习 

分 类 号：G44[哲学宗教—心理学]