| 问题解决的心理机制及其教学意义 |
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| 引用本文： | 李桢.问题解决的心理机制及其教学意义[J].教师教育研究,2005,17(5):20-24. |
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| 作者姓名： | 李桢 |
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| 作者单位： | 东北师大附中,吉林,长春,130021 |
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| 摘 要： | 问题解决是人类的一种基本学习活动,学生的问题解决过程是学生获取知识的主要途径。对问题解决的心理机制研究一直是心理学研究的热点,从问题解决心理学研究的不同发展阶段,反射出对问题解决本质认识的逐步深化。我们认为问题解决是在个体内部的信息加工与个体与环境的交互中完成的。而且,问题解决是非线性发展的,与问题的难度、主体的知识结构深度与复杂程度、策略的自动化程度等多种因素有关,完全按照一定的阶段论去设计问题解决的模式,会使问题解决的研究陷于僵化,如能用融合与发展的观点看待问题解决的心理机制,将有助于研究的深化。
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| 关 键 词： | 问题解决 心理机制 教学意义 |
| 文章编号： | 1672-5905(2005)05-0020-05 |
| 收稿时间： | 07 8 2005 12:00AM |
| 修稿时间： | 2005年7月8日 |
The Psychological Mechanism of Problem Solution and Its Teaching Significance |
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| Li Zhen.The Psychological Mechanism of Problem Solution and Its Teaching Significance[J].Teacher Education Research,2005,17(5):20-24. |
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| Authors: | Li Zhen |
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| Institution: | High School of Northeast Normal University, Changchun, Jilin 130021 |
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| Abstract: | The problem solution is a basic human learning activity, and students' process of problem solution is a major approach to obtain knowledge. The study on psychological mechanism of problem solution has always been a focus of psychological studies since it can reflect a gradual deeper and deeper recognition of the essence of problem solution. The problem solution is completed through the individual s information processing and in the interaction between individual and environment. Moreover, the problem solution is not linear. It is related to its degree of difficulty, subject's depth and complexity of knowledge structure, and its tactical automatic degree. |
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| Keywords: | problem solution psychological mechanism teaching significance |
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