诱发自我解释与样例类型的结合对学习迁移的影响研究  

Reseach of the Influence between the Combination of Self-explanation and Worked Examples Types on Learning Transfer

作　　者：陈琪[1] 杨伊生[1,2,3] 

机构地区：[1]内蒙古师范大学教育科学学院,内蒙古呼和浩特010022 [2]内蒙古师范大学心理学重点实验室,内蒙古呼和浩特010022 [3]内蒙古人文社科重点研究基地心理教育研究中心,内蒙古呼和浩特010022

出　　处：《内蒙古师范大学学报（自然科学汉文版）》2015年第6期862-868,共7页Journal of Inner Mongolia Normal University(Natural Science Edition)

基　　金：国家社会科学基金"十一五"规划教育学一般课题"民族地区高中新课程改革的心理学支持研究"(BBA100020);内蒙古师范大学心理教育中心科研基金项目(NMGJDXLZD002)

摘　　要：以大学一年级学生为被试,考察正误样例学习的自我解释效应.实验1要求被试在两种实验条件下学习概率题(变量1:有(无)诱发自我解释的正误结合样例;变量2:近迁移和远迁移).实验2要求被试在两种实验条件下学习概率题(变量1:有诱发自我解释的正误结合样例和正确样例;变量2:近迁移和远迁移).实验结果显示,迁移主效应显著,自我解释类型主效应不显著,交互作用不显著.通过事后分析统计发现,原有知识水平和样例类型交互作用显著,在低原有知识水平的情况下,正确样例组的迁移成绩显著高于正误样例组.This study select fresh student as subjects to study the self-explanation effect of correct and incorrect combined worked examples. In experiment l, the participants learned to solve probability problems under two conditions （Factor 1 ：correct and incorrect combined worked examples with prompting self- explanations vs. correct and incorrect combined worked examples without prompting self-explanations; factor 2：near transfer vs. far transfer）. In experiment 2,the participants learned to solve probability problems under two conditions （factor 1 ：correct worked examples with prompting self-explanations vs. correct and incorrect combined worked examples with prompting self-explanations; factor 2： near transfer vs. far transfer）. There is only main effect ＂self-explanation prompts＂ reached significant level. By Post hoc analysis, an aptitude-treatment interaction was found： if learners had prior knowledge correct worked examples were more favourable. In addition, the self-explanations effects were not be found in both experiment 1 and experiment 2. A possible measure to prevent this negative side effect of incorrect solutions is discussed.

关 键 词：正误结合样例 自我解释效应 学习迁移 

分 类 号：G444[哲学宗教—心理学]