不同学习策略对说明文回忆成绩和学习判断的影响
发布时间：2019-06-15 02:53
【摘要】：阅读理解是教育实践中一项重要的认知活动.学生要想有效地完成阅读,并记忆和理解阅读材料中的信息,就必须对阅读理解过程进行有效的学习和监测,并采取适当的策略调控阅读理解活动。这是阅读中的元认知活动,又称为元理解。如何提高对阅读材料的记忆成绩和监测准确性性,一直是认知和元认知领域的重要内容之一。测试效应是指在同等的时间内,从记忆中提取信息比重学同样的信息材料产生更好的记忆效果,它一直是记忆研究领域的热点。大量文献表明测试练习能提高细节信息的记忆效果,还有一些文献表明测试练习能提高文章推理信息记忆的效果,那测试练习对阅读材料的判断值和准确性又有怎样的影响昵?不同的测试形式对阅读材料的记忆成绩和学习判断有什么不同的影响呢?这是本研究集中讨论的问题。 本研究有两个实验,实验一试图通过将提取练习和重读、精加工策略相比较,探讨提取练习对科学性说明文记忆成绩和学习判断的影响;实验二在实验一的基础上,继续探讨不同提取练习形式对科学性说明文的记忆成绩和学习判断的影响。 实验一以90名八年级学生为被试,采取3(学习策略：重读、绘制概念图、自由回忆测试)×2(最终测试题型：细节题、推理题)双因素混合设计,学习策略为被试间因素,最终测试题型为被试内因素。实验结果表明：(1)与绘制概念图和重读学习策略相比,自由回忆测试更有利于文章细节信息和推理信息的记忆(2)在学习判断上,被试没有意识到测试练习对最终回忆成绩的提高,即他们往往对自己的实际回忆成绩做出低估。 实验二以40名八年级学生为被试,采取4(不同测试形式学习策略：重读、选择测试题、简答测试题、自由回忆测试)×2(最终测试题型：细节题、推理题)双因素被试内设计。实验结果表明：(1)简答题测试学习策略比选择题测试和重读更有利于文章细节信息和推理信息的保持,(2)被试没有意识到简答题测试对实际回忆成绩的提高,即他们往往对自己的实际回忆成绩做出低估。
[Abstract]:Reading comprehension is an important cognitive activity in educational practice. In order to complete reading effectively and memorize and understand the information in reading materials, students must effectively learn and monitor the process of reading comprehension, and adopt appropriate strategies to regulate and control reading comprehension activities. This is a meta-cognitive activity in reading, also known as meta-understanding. How to improve the memory performance and monitoring accuracy of reading materials has always been one of the important contents in the field of cognition and metacognition. Test effect refers to the extraction of information specific gravity from memory and the same information material to produce better memory effect in the same time. It has always been a hot spot in the field of memory research. A large number of literature shows that the test exercise can improve the memory effect of the detail information, and some literature shows that the test exercise can improve the effect of the reasoning information memory of the article. What is the influence of the test exercise on the judgment value and accuracy of the reading material? What are the different effects of different test forms on the memory performance and learning judgment of reading materials? This is the focus of this study. There are two experiments in this study. Experiment one attempts to explore the influence of extraction exercises on the memory performance and learning judgment of scientific illustrative text by comparing extraction exercises with rereading and finishing strategies. Experiment 2 continues to explore the effects of different forms of extraction exercises on the memory performance and learning judgment of scientific illustrative text on the basis of experiment 1. In the first experiment, 90 eighth graders were selected as subjects, and 3 (learning strategy: rereading, drawing concept map, free recall test) 脳 2 (final test type: detail question, reasoning question) two-factor mixed design, learning strategy as the factor between the subjects, and the final test type as the internal factor. The experimental results show that: (1) compared with drawing concept map and rereading learning strategy, free recall test is more beneficial to the memory of article details and reasoning information. (2) in learning judgment, the subjects do not realize the improvement of the final recall performance by the test exercise, that is to say, they often underestimate their actual recall performance. In the second experiment, 40 eighth graders were selected as subjects, and 4 (different test forms of learning strategies: rereading, selecting test questions, short answer test questions, free recall test) 脳 2 (final test type: detail questions, reasoning questions) were designed. The experimental results show that: (1) the learning strategy of the short answer test is more beneficial to the maintenance of the detailed information and reasoning information of the article than the multiple choice test and rereading. (2) the subjects do not realize the improvement of the actual recall performance by the simple answer test, that is to say, they often underestimate their actual recall results.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.3
本文编号：2499909
[Abstract]:Reading comprehension is an important cognitive activity in educational practice. In order to complete reading effectively and memorize and understand the information in reading materials, students must effectively learn and monitor the process of reading comprehension, and adopt appropriate strategies to regulate and control reading comprehension activities. This is a meta-cognitive activity in reading, also known as meta-understanding. How to improve the memory performance and monitoring accuracy of reading materials has always been one of the important contents in the field of cognition and metacognition. Test effect refers to the extraction of information specific gravity from memory and the same information material to produce better memory effect in the same time. It has always been a hot spot in the field of memory research. A large number of literature shows that the test exercise can improve the memory effect of the detail information, and some literature shows that the test exercise can improve the effect of the reasoning information memory of the article. What is the influence of the test exercise on the judgment value and accuracy of the reading material? What are the different effects of different test forms on the memory performance and learning judgment of reading materials? This is the focus of this study. There are two experiments in this study. Experiment one attempts to explore the influence of extraction exercises on the memory performance and learning judgment of scientific illustrative text by comparing extraction exercises with rereading and finishing strategies. Experiment 2 continues to explore the effects of different forms of extraction exercises on the memory performance and learning judgment of scientific illustrative text on the basis of experiment 1. In the first experiment, 90 eighth graders were selected as subjects, and 3 (learning strategy: rereading, drawing concept map, free recall test) 脳 2 (final test type: detail question, reasoning question) two-factor mixed design, learning strategy as the factor between the subjects, and the final test type as the internal factor. The experimental results show that: (1) compared with drawing concept map and rereading learning strategy, free recall test is more beneficial to the memory of article details and reasoning information. (2) in learning judgment, the subjects do not realize the improvement of the final recall performance by the test exercise, that is to say, they often underestimate their actual recall performance. In the second experiment, 40 eighth graders were selected as subjects, and 4 (different test forms of learning strategies: rereading, selecting test questions, short answer test questions, free recall test) 脳 2 (final test type: detail questions, reasoning questions) were designed. The experimental results show that: (1) the learning strategy of the short answer test is more beneficial to the maintenance of the detailed information and reasoning information of the article than the multiple choice test and rereading. (2) the subjects do not realize the improvement of the actual recall performance by the simple answer test, that is to say, they often underestimate their actual recall results.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.3
【参考文献】
相关期刊论文 前3条
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