自我解释和反馈内容与领域知识水平对类比问题解决的影响

发布时间：2019-06-16 13:25

【摘要】：为考察自我解释的内容、反馈内容以及被试的领域知识水平对类比问题解决成绩的影响，以辽宁师范大学的大学生为被试，根据《大学文科数学》编制了关于古典概率的实验材料，以被试的后测分数为因变量，进行了两项实验研究：实验一通过前测选取高领域知识水平和低领域知识水平的两组被试学习古典概率知识，并在三种不同内容的自我解释（问题类比的自我解释、规则应用的自我解释和解题步骤的自我解释）下解决两道练习题，对自我解释及练习题答案均正确的被试进行后测。实验结果表明：在类比解决古典概率问题的练习中，高领域知识水平的被试对解题规则做自我解释的学习成绩显著优于对问题做类比解释和对解题步骤做自我解释的成绩，解题步骤的自我解释效果显著优于对问题做类比解释的效果；而低领域知识水平的被试对解题步骤做自我解释的学习成绩显著优于对问题做类比解释和对解题规则做自我解释的成绩，对问题做类比解释的学习成绩显著优于对解题规则做出自我解释的成绩。实验二沿用了实验一的练习材料和后测材料，并增加了反馈材料。在实验一的基础上选取自我解释和练习题答案均错误的被试，在练习阶段分别对其进行不同内容的反馈，考察三种不同内容的反馈（问题类比反馈、解题规则及应用原因反馈和解题步骤及关系反馈）与高低领域知识水平对类比问题解决成绩的影响。结果显示：在类比解决古典概率问题的练习中，高领域知识水平的被试接受解题规则及应用原因反馈的学习成绩显著优于问题类比反馈和解题步骤及关系反馈的成绩，问题类比的反馈效果和解题步骤及关系的反馈效果之间不存在显著差异；而低领域知识水平的被试接受解题步骤及关系反馈的学习成绩显著优接受问题类比反馈和解题规则及应用原因反馈的成绩，问题类比的反馈效果和解题规则及应用原因的反馈效果之间不存在显著差异。
[Abstract]:In order to investigate the influence of the content of self-explanation, feedback content and the level of domain knowledge on the achievement of analogical problem solving, taking the college students of Liaoning normal University as subjects, the experimental materials on classical probability were compiled according to the University Liberal Arts and Mathematics, and the post-test scores of the subjects were taken as dependent variables. Two experimental studies were carried out: in experiment 1, two groups of subjects with high domain knowledge level and low domain knowledge level were selected to learn classical probability knowledge through pre-test, and two exercises were solved under the self-interpretation of three different contents (self-explanation of problem analogy, self-explanation of rule application and self-explanation of problem-solving steps), and the self-interpretation and the answer of exercise questions were correctly tested by two groups of subjects with high domain knowledge level and low domain knowledge level, and the self-interpretation of three different contents (self-explanation of problem analogy, self-explanation of rule application and self-explanation of problem-solving steps) were carried out. The experimental results show that in the practice of analogy to solve classical probability problems, the academic achievement of self-interpretation of problem-solving rules by subjects with high level of domain knowledge is significantly better than that of analogical interpretation of problems and self-explanation of problem-solving steps, and the self-interpretation effect of problem-solving steps is significantly better than that of analogical interpretation of problems. However, the academic achievement of self-explanation of problem-solving steps by subjects with low domain knowledge level was significantly better than that of analogical interpretation of problems and self-interpretation of problem-solving rules, and the academic performance of analogical interpretation of problems was significantly better than that of self-interpretation of problem-solving rules. In experiment 2, the practice material and post-test material of experiment 1 were used, and the feedback material was added. On the basis of experiment 1, the subjects who were wrong in self-explanation and exercise answers were selected, and the feedback of different contents was carried out in the practice stage, and the feedback of three different contents (problem analogical feedback, problem solving rules and application reason feedback and problem solving steps and relationship feedback) and the influence of knowledge level in high and low fields on analogical problem solving performance were investigated. The results show that in the practice of analogy to solve classical probability problems, the learning performance of subjects with high domain knowledge level is significantly better than that of problem analogy feedback and problem solving steps and relational feedback, and there is no significant difference between the feedback effect of problem analogy and the feedback effect of problem solving steps and relations. However, there was no significant difference between the feedback effect of problem analogy and the feedback of problem solving and the feedback effect of problem solving and application reasons in the subjects with low domain knowledge level to accept the steps of problem solving and the learning performance of relational feedback and to accept the feedback of problem analogy feedback and problem solving rules and the feedback effect of application reasons.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842

【参考文献】