共查询到18条相似文献，搜索用时 171 毫秒
1.
在样例学习过程中,学习者对样例的知识内容进行自我解释,会导致样例学习成绩提高,这就是自我解释效应。Chi等人最初对自我解释效应所进行的研究发现,自我解释效应的影响因素包括先行知识、一般能力和个体差异。对自我解释效应的三种理论解释是:间隙—填充(gap—filling)、图式—结构(schema formation)和相似增强(analogical enhancement)。未来对自我解释效应研究的关注点是:自我解释效应的机制、人为设定自我解释提示能否改进学习效果,以及建构性活动与样例学习效果之间的关系。 相似文献
2.
自我解释学习策略及其应用 总被引：1，自引：0，他引：1
自我解释是指学习者在学习或问题解决情境中把学习材料解释给自己,以此力图理解和掌握新知识的活动。自我解释包含了多种有效的认知与元认知学习策略,是学生自主学习的重要体现。将自我解释的理论与实验研究成果推广到我国的教育教学实践中,既可以提高学生在学习数理化等理科课程中的问题解决能力,也可以有效促进学生在课文学习中的阅读理解。 相似文献
3.
自我解释研究是教育心理学的一个较新的研究领域．其历史不足20年。该文从自我解释研究的背景入手,简要介绍了自我解释的内涵和自我解释效应的认知机制,之后分别阐述了以往关于自我解释的研究,最后提出自我解释研究尚待解决的问题。 相似文献
4.
有关样例学习和问题解决的研究发现，学习者对所提供酌例题的解题步骤进行自我解释能促进保持原样对例题的理解，提高了随后的问题解决成绩。在已有实验研究的基础上，本文探讨了在数学和物理等理科问题解决教学中，教师应用自我解释策略设计例题。 相似文献
5.
张爽 《通化师范学院学报》2008,29(6):106-108
自我解释是学生在学习过程中自己向自己解释学习内容的知识获得过程。该文解释了“自我解释”的含义、总结了自我解释的类型、比较了几种自我解释产生的认知机制、归纳了影响因素,从而提出了关于自我解释需要进一步研究的未来问题。 相似文献
6.
基于解释的协作知识建构过程模型 总被引：3，自引：2，他引：1
文章从解释的视角,把协作知识建构看作是学习者在不断进行自我解释和与他人交互解释中建构知识的过程。文章详细描述了协作知识建构过程中各类知识间的转化和传播,并对此过程中知识形态的转化、成员间知识的产生和获取进行了深入分析,最后从计算机支持的角度建立了基于解释的协作知识建构过程模型。 相似文献
7.
以平均数差异检验为学习材料,探讨自我解释与样例学习方式对数学概念原理掌握和问题解决的影响及其影响的延时效应.结果表明:自我解释能有效地促进概念原理的掌握和问题的解决;教学奈件下的样例学习对远迁移问题的解决具有明显促进作用;自我解释与样例学习方式对大学生数学学习的影响是独立的,没有交互作用;自我解释与教学对大学生数学学习的影响具有延时效应. 相似文献
8.
通过对自我参照效应相关研究的分析和总结,探讨了个体、群体、本体自我三个层面的自我参照效应,包括自我参照效应的概念、研究范式、研究对象等.进而从对立统一规律的视角归纳出自我参照效应的相对性,指出了自我参照效应研究中的不足及其展望. 相似文献
9.
自我的神经心理学研究进展 总被引：2，自引：0，他引：2
本文介绍了自我的神经心理学研究,并解释了神经心理学的研究方法如何促进理解自我的本质。自我的神经心理学研究主要集中在两个方面自我参照加工和自我面孔再认,发现尽管许多病人的认知存在缺陷,但他们的自我人格特质知识保存完好;另外,还发现大脑右半球与自我面孔再认有密切的关系。 相似文献
10.
儿童记忆自我参照效应研究述评 总被引：1，自引：0，他引：1
近年来,关于儿童的记忆是否依赖于自我的问题引起了儿童认知发展研究者极大的兴趣,国内外研究者由此开展了儿童记忆自我参照效应的研究.目前,这类研究仍处于起步阶段,大多数研究集中于论证自我参照效应是否存在,尚未能对其产生机制进行深度的解释.研究范式是这类研究取得突破性进展的最主要的瓶颈.本文对儿童记忆自我参照效应的产生与发展、研究范式及理论解释作了评析. 相似文献
11.
Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations 总被引：1，自引：0，他引：1
Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high
demands on the learners and often does not lead to the expected results, especially because the learners do not integrate
the different representations. Thus, it is necessary to support the learners’ self-explanation activity, which concerns the
integration and understanding of multiple representations. In the present experiment, we employed multi-representational worked-out
examples and tested the effects of two types of self-explanation prompts as help procedures for integrating and understanding
multiple representations. The participants (N = 62) learned about probability theory under three conditions: (a) open self-explanation prompts, (b) self-explanation prompts
in an assistance-giving-assistance-withholding procedure (assisting self-explanation prompts), or (c) no prompts (control
group). Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations
directed to domain principles. Conceptual knowledge was particularly fostered by assisting self-explanation prompts which
was mediated by self-explanations on the rationale of a principle. Thus, for enhancing high-quality self-explanations and
both procedural knowledge and conceptual understanding, we conclude that assisting self-explanation prompts should be provided.
We call this the assisting self-explanation prompt effect which refers to the elicitation of high-quality self-explanations and the acquisition of deep understanding. 相似文献
12.
The purpose of this study was to examine the impacts of embedding collaboration into a game with a self-explanation design for supporting the acquisition of light and shadow concepts. The participants were 184 fourth graders who were randomly assigned to three conditions: a solitary mode of the game with self-explanation, a collaborative mode with self-explanation, or the control condition of a single-user game without integrating self-explanation. Students' conceptual understanding was measured through an immediate posttest and a retention test with a three-week delay. Further, students' engagement in answering the prompts was also investigated. The findings showed that having students collaboratively play science-based games with a self-explanation design embedded was not sufficient to help them learn the science concepts. Rather, it was the level of engagement in responding to the self-explanation prompts that mattered. 相似文献
13.
Chung-Yuan Hsu 《Interactive Learning Environments》2013,21(2):104-115
Educational researchers have indicated that although computer games have the potential to promote students’ motivation and engagement, the work on how to design effective games that fulfil educational purposes is still in its infancy. This study aimed to examine how integration of self-explanation into a computer game affected primary schoolers’ acquisition of light and shadow concepts. The participants were randomly assigned to either an experimental group or a control group and played a computer game with or without self-explanation prompts individually as a treatment. Students’ conceptual understanding was evaluated through a pretest and a posttest administered right after the treatment. The results revealed that by controlling the pretest scores, students who played the game with self-explanation features did not outperform those who played the game without any prompts in the posttest. Further analyses of the experimental group students’ responses to the self-explanation prompts also indicated that the students with more correct responses to the prompts did not perform better than those with lower accuracy rates. The deficits in the use of self-explanation prompts are identified, and possible improvements to enhance the function of self-explanation in educational games are proposed. 相似文献
14.
15.
Substituting one mystery for another: the role of self-explanations in solving algebra word-problems
《Learning and Instruction》2000,10(3):203-220
Explanations students provide themselves (self-explanations) in the course of learning or problem-solving have been shown to be positively associated with performance. However, the role self-explanation plays in problem solving has not been fully elaborated. This study aims to analyze the role of self-explanation in solving algebra word problems. We argue that self-explanation may function as verbal mediation that supports the transformation between different external representations of the problem. Our analysis of the problem solving protocols aims to illustrate this point through a multiple case studies design. Specifically we illustrate the way a particular kind of self-explanation (categorical explanation) mediates students' transformation from the sentential representation of the problem to the tabular one. 相似文献
16.
自我解释是一种由自我产生并指向自我的知识建构活动。领域性知识、加工方式、引导角色及激励都会影响自我解释的发生。其产生机制主要有三种模型：空缺填补理论认为自我解释是学生发现自己的知识漏洞并对这些漏洞进行弥补的过程；产生推论及修复心理模型的双加工机制认为自我解释是对不完整文本进行推论和对不完整的心理模型进行修复的过程；拓展情境模式通过比较前两种模式，认为自我解释是修复个人已有的、存在缺陷的领域，在不替代原有心理模型的基础上加速该模型的改变。 相似文献
17.
Rittle-Johnson B 《Child development》2006,77(1):1-15
Explaining new ideas to oneself can promote transfer, but how and when such self-explanation is effective is unclear. This study evaluated whether self-explanation leads to lasting improvements in transfer success and whether it is more effective in combination with direct instruction or invention. Third- through fifth-grade children (ages 8-11; n=85) learned about mathematical equivalence under one of four conditions varying in (a) instruction on versus invention of a procedure and (b) self-explanation versus no explanation. Both self-explanation and instruction helped children learn and remember a correct procedure, and self-explanation promoted transfer regardless of instructional condition. Neither manipulation promoted greater improvements on an independent measure of conceptual knowledge. Microgenetic analyses provided insights into potential mechanisms underlying these effects. 相似文献
18.
《Learning and Instruction》2007,17(3):286-303
Previous research has shown that encouraging learners to explain material to themselves as they study can increase their understanding. Furthermore, different types of material (e.g. text or diagrams) influence learners’ self-explanation behaviour. This study explores whether the coherence of text impacts upon the self-explanation effect. Forty-eight low-knowledge learners (university students) learnt about the circulatory system with text that was designed to be either maximally or minimally coherent. Half of these learners also received self-explanation training. Results showed that learners given maximally coherent text learnt more, as did learners who self-explained. However, this was not because coherent text increased self-explaining. Instead minimally coherent text significantly increased the number of self-explanations that learners made. It is suggested that self-explaining in the minimal text condition served to compensate for weaknesses and gaps in the text, whereas self-explaining in the maximal text condition may have led learners to detect flaws in their mental models and repair them. Consequently, rather than providing a minimally coherent text which compels low knowledge learners to self-explain to overcome its deficits, we should instead encourage learners to self-explain from well structured and explicit text. 相似文献