摘要
为了考察个体与小组合作学习方式对规则样例学习迁移效果的影响,以四年级小学生为被试,以简单和复杂规则的解题样例为学习材料,进行两项实验研究。实验结果表明:(1)个体与小组合作学习方式、规则的复杂程度对小学生规则样例学习的迁移效果有显著的交互作用。在个体学习方式下,简单规则样例学习的近迁移效果好;在小组合作学习方式下,复杂规则样例学习的近迁移成绩有显著的提高;与个体学习方式相比,小组合作学习方式在复杂规则样例学习的近迁移效果上显示出明显的优势,同时也促进了小学生远迁移成绩的提高。(2)小组合作学习的人数(组容)影响小学生复杂规则样例学习的迁移效果。3人组合作学习复杂规则样例的近迁移效果显著优于2人组和4人组;3人组复杂规则样例学习的近迁移效果显著优于简单规则样例学习的近迁移效果。
To explore learning styles（i.e.individual learning or group learning）on the transfer effects of rule-based worked-examples learning,4 th grade primary school students are chosen as participants and worked examples of simple and complex rules as learning material and two experiments were conducted.The main results indicated that：（1）In the transfer test,there was a significant interaction effect between learning styles（i.e.,individual learning or group learning）and the rule complexity.For individually learning,the mean performance was significantly better for simple rules than complex rules;for group learning,the mean performance was significantly better for complex rules than simple rules;and for the complex rule,the mean performance was significantly better for group learning than individual learning.Meanwhile,it promoted the far transfer test effect.（2）Group size was an important factor for complex rule-based worked-examples learning.In the near transfer test,the mean performance was significantly better for three-person group than two or four-person group.In addition,for three-person group,enhanced transfer effect was shown for complex rules relative to simple rules.
作者
董成文
张奇
Chengwen;Zhang Qi(School of Psychological Science,Liaoning Normal University,Dalian 116029,China)
出处
《辽宁师范大学学报（社会科学版）》
2018年第5期30-38,共9页
Journal of Liaoning Normal University(Social Science Edition)
关键词
规则样例学习
小组合作学习
规则的复杂程度
组容
rule based worked examples learning
group learning
rule complexity
group size
