从知觉流畅性谈中小学教材  

On the Difficulty of Primary and Secondary School Textbooks from the Perspective of Perceptual Fluency

作　　者：张孝义 任俊[1] 付雷[1] ZHANG Xiaoyi;REN Jun;FU Lei(College of Teacher Education,Zhejiang Normal University,Jinhua,321004,China)

机构地区：[1]浙江师范大学教师教育学院,金华321004 [2]黄山学院

出　　处：《全球教育展望》2020年第12期104-115,共12页Global Education

基　　金：国家社会科学基金“十三五”规划教育学一般课题“基于积极心理学理念的积极教育”(项目编号:BBA170067)的阶段性研究成果。

摘　　要：教材是中小学生重要的学习资源,其难度达到什么程度才能适合中小学生的认知发展,是一个复杂问题。知觉流畅性的研究可以提升对难度测量的客观性和准确性。对于知觉流畅性高的学习材料,学习者的学习判断更为自信,记忆预期更好,但学习者有可能会减少努力或提前终止学习;对于知觉不流畅的学习材料,学习者的学习时间会加长,自信心降低,不能预测积极的学习效果。合理难度理论和认知神经科学相关研究对此进行了解释。综合知觉流畅性、认知神经科学及机器学习的相关研究成果,中小学教材的最优难度可能在0.85左右,这还需要更多的证据支持。Textbooks are an important learning resource for primary and secondary school students. To what degree of difficulty textbooks can be suitable for the cognitive development of primary and middle school students is a complex problem. The study of perceptual fluency can improve the objectivity and accuracy of difficulty measurement. For learning materials with high perceptual fluency, learners’ judgment of learning is more confident and their memory expectation is better, but learners may reduce their efforts or stop learning earlier. For the learning materials that are perceptual disfluency, learners’ learning time will be prolonged, their self-confidence will be reduced, and the positive learning effect cannot be predicted. The theory of desirable difficulty and the study of cognitive neuroscience provide explanations of this problem.

关 键 词：知觉流畅性 教材 难度 最优学习 神经效率 

分 类 号：G632.3[文化科学—教育学]