共查询到20条相似文献，搜索用时 15 毫秒
1.
《学习科学杂志》2013,22(1):69-105
Several earlier studies have found the amount learned while studying worked-out examples is proportional to the number of self-explanations generated while studying examples. A self-explanation is a comment about an example statement that contains domain-relevant information over and above what was stated in the example line itself. This article analyzes the specific content of self-explanations generated by students while studying physics examples. In particular, the content is analyzed into pieces of constituent knowledge that were used in the comments. These were further analyzed in order to trace the source of knowledge from which self-explanations could be generated. The results suggest that there are two general sources for self-explanations. The first is deduction from knowledge acquired earlier while reading the text part of the chapter, usually by simply instantiating a general principle, concept, or procedure with information in the current example statement. The second explanation is generalization and extension of the example statements. Such construction of the content of the example statements yield new general knowledge that helps complete the students' otherwise incomplete understanding of the domain principles and concepts. The relevance of this research for instruction and models of explanation-based learning is discussed. 相似文献
3.
陈一民 《湘潭师范学院学报(社会科学版)》2004,26(4):103-106
歧义格式是能生成歧义实例的抽象句法格式，歧义实例即通常所说的歧义结构，指含有多个认知意义的具体句法结构。歧义格式按其结构项可分为含常项歧义格式和不含常项歧义格式，按变项的类别可以分为词类变项歧义格式和句法成分类变项歧义格式，按歧义源的类别可分为成分源歧义格式和关系源歧义格式，按照单义式之间句法语义关系的异同可分为内部歧义格式和外部歧义格式，按照生产歧义实例的能力可分为强势歧义格式、弱势歧义格式和临界歧义格式。 相似文献
4.
In this paper the augmentation of worked examples with animations for teaching problem-solving skills in mathematics is advocated
as an effective instructional method. First, in a cognitive task analysis different knowledge prerequisites are identified
for solving mathematical word problems. Second, it is argued that so called hybrid animations would be most effective for
acquiring these prerequisites, because they show the continuous transition from a concrete, but superficial problem representation
to a more abstract, mathematical problem model that forms a basis for solving a problem. An experiment was conducted, where
N = 32 pupils from a German high school studied either only text-based worked examples explaining different problem categories
from the domain of algebra or worked examples augmented with hybrid animations. Learners with hybrid animations showed superior
problem-solving performance for problems of different transfer distance relative to those in the text-only condition. 相似文献
5.
Although the development of abstract knowledge and critical thinking skills has often been extolled as an ideal and as the goal of education (Nisbett et al., 1987), much research in problem solving and other cognitive endeavours points to the role that concrete information and examples play in thinking (Medin & Ross, 1989; Reeves & Weisberg, in press). We discuss the concrete vs abstract knowledge debate in terms of the use of analogies in problem solving and conclude that exemplar‐specific details of problems and the context in which problems are learned guide the transfer of a solution principle from one base problem to a target. The content of problems—what they are about—is often more important than the more abstract, schematic solution principle in influencing retrieval of base analogues (Holyoak & Koh, 1987; Keane, 1987; Ross, 1987) and mapping of the solution principle from base to target (Gentner & Toupin, 1986; Ross, 1987, 1989; Fong & Nisbett, 1991). It is suggested that learning abstract solution principles in a domain (e.g. algebra, physics) benefits greatly when instruction is accompanied by examples illustrating those principles (Cheng et al., 1986; Fong et al., 1986) and that analogical transfer itself serves as a useful means to greater comprehension of a domain (Ross & Kennedy, 1990). 相似文献
6.
《Learning and Instruction》2006,16(2):154-164
In the domain of electrical circuits troubleshooting, a full factorial experiment investigated the hypotheses that (a) studying worked examples would lead to better transfer performance than solving conventional problems, with less investment of time and mental effort during training and test, and (b) adding process information to worked examples would increase investment of effort during training and enhance transfer performance; whereas adding it to conventional problems would increase investment of effort, but would not positively affect transfer performance. The first hypothesis was largely confirmed by the data; the second was not: adding process information indeed resulted in increased investment of effort during training, but not in higher transfer performance in combination with worked examples. 相似文献
7.
André Didierjean Evelyne Cauzinille-Marmèche 《European Journal of Psychology of Education - EJPE》1998,13(3):385-398
One of the “classical” ways of learning consists of studying examples of already solved problems. In two experiments, we analyzed the degree of abstraction of the knowledge used by ninth grade students to solve algebra problems after studying worked examples. The results showed that there are two processes underlying reasoning by analogy, one that uses abstract knowledge and another that involves case-based reasoning. Both experiments pointed out interindividual differences in the population under study: when given examples, some subjects seem to extract the structure of the solving process by comparing the worked examples, while others focus more on the specifics of each example. To these two processes correspond two levels of transfer: correctly solve problems that have the same structure as the examples, regardless of how similar they are, or be better at solving problems that resemble the examples the most. Experiment 2 used a dual-task paradigm to show that some subjects implement both processes, in which case the mental load is greater. This experiment also showed that both processes can lead to the long-term acquisition of the principles behind the examples. 相似文献
8.
Mark Sadoski 《Educational Psychology Review》2001,13(3):263-281
This paper reviews research suggesting that interest and importance are separate constructs mediated by concreteness and mental imagery, especially in expository text or other genres where concreteness and importance often diverge. Important expository material can be relatively more interesting or less interesting. If important expository material is concrete it tends to be interesting and well recalled. If important expository material is abstract and not well linked to concrete elaboration or examples it tends to be less interesting and less well recalled. Concrete elaboration of abstract ideas tends to improve students' recall. There appears to be no harm in adding concrete detail to well structured, coherent text to promote interest unless enough is added so that a new text with a different coherence emerges. Making already concrete text more emotionally interesting may have little effect. Using a coherent text structure that adequately implies or signals importance and supporting important information with concrete explanation are key text design implications. Dual Coding Theory provides a systematic theoretical account of the findings in this area. 相似文献
9.
Explaining natural phenomena is an important goal in science teaching. A logical analysis reveals that causal explanations exhibit formal operational structures in that they consist of implication statements chained together through transitive reasoning. It was hypothesized in the present study that individuals who do not reason formally will have difficulty in learning explanations presented in instruction. To test this hypothesis, the effect of levels of operational thought on the explanations which ninth-grade (n = 26) and college (n = 40) physical science students reconstructed after instruction was investigated. Subjects in the study were classified through Piagetian tests as concrete or formal operational. Both concrete and formal subjects were successful in recalling explanations requiring the chaining of two implication statements. Formal operational subjects performed significantly better than concrete operational subjects in three of the four tests of the reconstruction of complex explanations requiring the chaining of six implication statements. In teaching complex causal explanations to students at the concrete operational level, it is suggested that teachers be prepared to furnish some external structuring which the students can rely on in logically relating the various propositions of the explanation to one another. 相似文献
10.
11.
Steven M. Ross Padma G. Anand 《Educational technology research and development : ETR & D》1987,35(3):151-162
The purpose of this study was to evaluate a computer-based strategy for personalizing verbal problems used in mathematics
instruction. Personalization was achieved through a computer program that incorporated names of familiar people and events,
such as the student’s friends and birth date, into print copies of lesson examples. In two control treatments, concrete (nonadaptive)
contexts and abstract contexts were employed. Subjects were 54 fifth- and sixthgraders studying a lesson on division of fractions.
Results showed the personalized-context treatment to be advantageous relative to one or both control treatments for (a) solving
conventional word problems, (b) solving transfer problems, (c) recognizing rule procedures, and (d) developing favorable attitudes
toward materials. Theoretical interpretations of these effects are discussed, along with considerations about the practicality
and effectiveness of the present application using print materials compared to an earlier one using CAl. 相似文献
12.
Lucia Mason Patrik Pluchino Maria Caterina Tornatora Nicola Ariasi 《Journal of Experimental Education》2013,81(3):356-384
This study investigated the online process of reading and the offline learning from an illustrated science text. The authors examined the effects of using a concrete or abstract picture to illustrate a text and adopted eye-tracking methodology to trace text and picture processing. They randomly assigned 59 eleventh-grade students to 3 reading conditions: (a) text only; (b) text with a concrete illustration; and (c) text with an abstract illustration in a pretest, immediate, and delayed posttest design. Results showed that the text illustrated by either the concrete or the abstract picture led to better learning than did the text alone. Eye-fixation data revealed that the abstract illustration promoted more efficient processing of the text. Analyses of the gaze shifts between the 2 types of external representation indicated that the readers of the text with the abstract illustration made a greater effort to integrate verbal and pictorial information. Furthermore, relations between online and offline measures emerged. 相似文献
13.
邓益民 《柳州职业技术学院学报》2007,7(1):33-36
报表是学校教学管理信息系统的重要组成部分.随着教学管理系统向Internet发展,越来越多的报表将在WEB环境下开发与设计.本文分析了几种WEB报表解决方案的优缺点,提出了一种切实可行的解决方案. 相似文献
14.
Salvatore BRISCHETTO 《浙江大学学报(A卷英文版)》2013,14(5):317-326
The principle of virtual displacements (PVDs) extended to elasto-thermo-electric problems includes virtual internal elastic, thermal and electric works. The governing equations have displacement vector, temperature and electric potential as primary variables of the problem, and the elasto-thermal, elasto-electric and pure elastic problems are obtained as particular cases by deleting the appropriate contributions in the general elasto-thermo-electric variational statement. The most sensitive issue is given by thermal coupling because the thermo-elastic and thermo-electric effects change depending on the type of load and analysis considered (mechanical load, temperature or electric potential imposed and free vibration analysis). This feature means that the form of the virtual internal thermal work in such variational statements changes depending on the analysis performed and the load applied. Results about multilayered plates and shells suggest the appropriate extension of the variational statement for each analysis, and they give an exhaustive explanation for several forms of the PVD proposed. 相似文献
15.
Kotaro Komatsu 《Educational Studies in Mathematics》2017,96(2):129-144
In contrast to existing research that has typically addressed the process from example generation to proof construction, this study aims at enhancing empirical examination after proof construction leading to revision of statements and proofs in secondary school geometry. The term “empirical examination” refers to the use of examples or diagrams to investigate whether a statement is true or a proof is valid. Although empirical examination after proof construction is significant in school mathematics in terms of cultivating students’ critical thinking and achieving authentic mathematical practice, how this activity can be fostered remains unclear. This paper shows the strength of a particular kind of mathematical task, proof problems with diagrams, and teachers’ roles in implementing the tasks, by analysing two classroom-based interventions with students in the eighth and ninth grades. In the interventions, the tasks and the teachers’ actions successfully prompted the students to discover a case rejecting a proof and a case refuting a statement, modify the proof, properly restrict the domain of the statement by disclosing its hidden condition, and invent a more general statement that was true even for the refutation of the original statement. 相似文献
16.
在英汉翻译过程中,须将译语民族的思维方式转换成译入语民族的思维方式,通过虚实转换、正反转换、词性转换、句子结构转换、语义重心位置转换和句子视点转换等方式,能使译文地道而自然。 相似文献
17.
我国高校诚信教育存在着"目标知性化"、"内容抽象化"、"动机外在化"的局限,这必然导致大学生知德与行德的分离,高校德育必须反思并超越其局限.为此,在教育目标上,要实现认知积累转向综合体验;在教育内容上,要实现抽象原则转向具体实践;在教育方式上,要实现外在诱导转向内在激发. 相似文献
18.
Stellan Ohlsson 《Interactive Learning Environments》2013,21(1):205-215
Three computer‐based systems for teaching arithmetic and algebra are discussed. The systems embody several pedagogical tactics: To provide students with augmented repre‐sentations that reveal the structure of problem solutions; to make mathematical symbols meaningful by giving students concrete referents for those symbols; to provide students with enriched feedback about the consequences of their mathematical operations; and to adapt instruction to the cognitive processes of the students. Weaknesses in the three systems are discussed and two general problems, called complexity trade‐off and scaffold removal, are put forward as possible explanations for why the systems are not more effective. The alternative view that mathematics is difficult because it requires abstract thinking is outlined and some of its implications discussed briefly. 相似文献
19.
Kay Bussey 《Child development》1992,63(1):129-137
Preschool ( M = 4.9 years), second- ( M = 7.8 years), and fifth- ( M = 11.0 years) grade children's definitions of, moral standards for, and internal evaluative reactions to both lies and truthful statements were investigated. The influence of 4 factors on these judgments was also examined: the falsity of the statement, the content of the statement, whether or not the statement was believed, and whether or not the statement resulted in punishment. Results revealed that while the older children identified almost all statements correctly, preschoolers correctly identified about 70% of lies and truthful statements. Lies were rated as worse than truthful statements by all age groups; however, only the second and fifth graders ascribed feelings of pride to story characters after truthfulness. Implications of these findings for children's moral development are discussed. 相似文献
20.
数学直观是数学学习的一种重要策略，是以数学直观符号为基本构成要素、以信息加工过程的直观性为形态的认知方式。借助图式可以使抽象知识具体化、使复杂知识简洁化、使单一知识多元化、使特殊知识一般化，从而有助于探索解决问题的思路，在整个数学学习过程中发挥着非常重要的作用。 相似文献