“双减”背景下从边际效益递减规律看习题训练  

On Practicing Tests from the Perspective of the Law of Diminishing Marginal Return

作　　者：杨志明[1,2] 吴仪 Yang Zhiming;Wu Yi

机构地区：[1]湖南师范大学测评研究中心,长沙410081 [2]湖南师范大学外国语学院 [3]湖南师范大学教育科学学院心理学系

出　　处：《教育测量与评价》2021年第9期3-8,64,共7页Educational Measurement and Evaluation

基　　金：国家社会科学基金“十三五”规划教育学重点课题“中西部地区推进高考综合改革研究”(AEA200013)的部分成果。

摘　　要：在传统的教育教学工作中,许多学校和教师把习题训练当作提升学生学习成绩的主要手段,但大数据显示,并非任何人在任何时候都能收到显著的训练效益,更不是习题训练越多学习成绩越好,因为习题训练存在着边际效益递减的规律。建议参照艾宾浩斯的150%过度学习准则控制好习题训练的数量,针对课前、课中、课后、单元结束、学期结束、考前复习等不同阶段的不同学习任务把握好习题训练的时机,同时尝试用高阶思维整合解题方法等手段改进习题训练的方式,加大习题训练之外如小组讨论、教授知识给他人、基于问题的学习等学习要素的投入。用好习题训练的边际效益递减规律,对落实"双减"政策、拓宽学习途径、提高训练效益,具有一定参考价值。Practicing tests(PT)is heavily used in China as an effective way to improve student test scores.However,a big-data analysis shows that the improvement is not significant for everyone all of the time. The law of diminishing marginal return(LDMR) indicates that more practice does not always generate better returns.According to the Ebbinghaus forgetting curve,the PT amount should be set around 150% of study,and the pace should be calibrated to meet the needs of different learning goals during different learning periods,such as before/in/after class. Assignments or test results should be reviewed or summarized with higher-order thinking. In addition,other types of learning methods,such as group discussion,peer-to-peer teaching and project-based learning should supplement PT to improve student achievement. Using LDMR to guide the calibration of the level of PT can significantly reduce both the students’ learning burden and their parents’ economic burden while student achievement can be improved dramatically.

关 键 词：“双减” 题海战术 边际效益递减规律 分层教学 个性化学习 

分 类 号：G40-058.1[文化科学—教育学原理]