利用认知过程分析促进小学数学提取式学习  

Promoting the Retrieval-based Learning in Primary Mathematics Using the Cognitive Process Analysis

作　　者：张丹[1,2] 崔光佐[1] 王建华 

机构地区：[1]北京师范大学教育技术学院,北京100875 [2]牡丹江师范学院计算机与信息技术学院,黑龙江牡丹江157011 [3]智能教育与信息工程重点实验室,黑龙江哈尔滨150025

出　　处：《现代教育技术》2017年第5期74-80,共7页Modern Educational Technology

基　　金：国家社会科学基金规划教育学一般课题"课堂交互产生学习结果的认知模型与仿真"(项目编号:BCA100023);黑龙江省智能教育与信息工程重点实验室开放基金项目"基于知识情境的学习资源建模与重用研究"(项目编号:SEIE2013-05);牡丹江市科技攻关项目"基于情境的学习资源建模与重用研究"(项目编号:Z2013G007)资助

摘　　要：文章基于认知过程分析方法,对小学三年级数学"比较"例题的求解过程进行了认知过程分析和认知模拟,对比了教师和学生在认知过程中可提取的认知输出和提取路径,并在此基础上对学生进行了认知诊断和干预。此外,文章还分析了认知过程分析对提取式学习的促进作用。文章的研究表明,认知过程分析可以帮助教师了解学生的认知架构,体验学生求解过程的产生式执行流程,从而有效促进学生产生提取式学习。Based on the method of cognitive process analysis, this paper analyzed and simulated the cognitive process of the solution procedure of the ＂comparison＂ question from the primary third-grade mathematics. The cognitive output and retrieving path of the cognitive process between teachers and students were also compared. Meanwhile, the cognitive diagnosis and intervention were implemented on the students. In addition, the facilitation effect of the cognitive process analysis on the retrieval-based learning was analyzed. The results suggested that analyzing the cognitive process can help teachers to understand the cognitive structure of students and experience the production execution flow in the students＇ problem-solving process, which effectively promoted the retrieval-based learning of students.

关 键 词：小学数学 认知过程分析 认知模拟 提取式学习 

分 类 号：G40-057[文化科学—教育学原理]