摘要
旨在探索文本学习中运用先行组织者策略是否会出现知识反转效应,并对效应产生的认知负荷与动机原因加以验证。选取240名大学生,采用2(先备知识)×4(先行组织者类型)两因素被试间设计。结果显示:(1)先行组织者策略的运用出现了部分知识反转效应,低先备知识者在文字加模型组织者和模型组织者条件下的学习成绩好于文字组织者和无先行组织者条件,而高先备知识者在各教学条件下的学习成绩无显著差异。(2)低先备知识者在模型组织者条件下的心理努力和脑力负荷显著低于文字组织者和无组织者条件,在文字加模型组织者条件下的学习兴趣显著高于无组织者条件,而高先备知识者在各教学条件下的认知负荷与动机均无显著差异。结论:文本学习中先行组织者策略的运用产生了部分知识反转效应,低先备知识者更适宜于文字加模型组织者和模型组织者教学,高先备知识者更适宜于直接教学;证实了知识反转效应产生原因的认知负荷与动机两种解释。
The aim of this paper is to explore whether the expertise reversal effect will appear in the use of advance organizer strategy in text learning, and to verify the cognitive load and motive causes of the effect. 240 college students participated in the study;each participant was allocated to one cell of 2(prior knowledge) ×4(advance organizer type) between-subjects factorial design. The results showed that: 1) The partial expertise reversal effect appeared in the use of advance organizer strategy in text learning, the learning scores of students with lower levels of prior knowledge receiving text and model organizer condition and model organizer condition were higher than text organizer and no advance organizer conditions, but there was no significant difference between students with higher prior knowledge in four kinds of advance organizers. 2) The efforts and mental workload scores of students with lower levels of prior knowledge in text with model organizer and model organizer conditions were lower than the text organizer and no advance organizer conditions, and the interest scores of text with model organizer were higher than the no advance organizer conditions;the efforts, mental workload and interest scores of students with higher levels of prior knowledge had no significant difference in the four advance organizer conditions. Conclusion: In the text learning, the partial expertise reversal effect has appeared in the use of advance organizer strategy;the text with model organizer and model organizer may be more suitable for the students with lower levels of prior knowledge, and the students with higher levels of prior knowledge may be more suitable for direct teaching;this study confirmed cognitive load and motivation explanations of expertise reversal effect.
作者
张冬梅
路海东
ZHANG Dongmei;LU Haidong(School of Psychology,Northeast Normal University,Changchun Jilin 130024,China;School of Educational science,Yili Normal University,YiningXinjiang 835000,China)
出处
《心理与行为研究》
CSSCI
北大核心
2019年第1期83-90,共8页
Studies of Psychology and Behavior
基金
2015年度教育部人文社会科学青年项目新疆专项(15XJJC190002)
关键词
先行组织者策略
知识反转效应
认知负荷
动机
advance organizer strategy
expertise reversal effect
cognitive load
motivation
