樣例與問(wèn)題聯(lián)結(jié)方式影響遷移和認(rèn)知負(fù)荷的實(shí)驗(yàn)研究.pdf

1、曲阜師范大學(xué)碩士學(xué)位論文樣例與問(wèn)題聯(lián)結(jié)方式影響遷移和認(rèn)知負(fù)荷的實(shí)驗(yàn)研究姓名：孫志軍申請(qǐng)學(xué)位級(jí)別：碩士專(zhuān)業(yè)：發(fā)展與教育心理學(xué)指導(dǎo)教師：宋廣文20070401AbstractWorkedexamplelearning，whichcatchestheeyesoflotsofresearchers，isahottopicoftransferlearningCognitiveloadtheoryinsists：Aniceteachingdesig

2、nshouldnotontyreducetheextraneouscognitivetoadbutenhancethegermanecognitiveloadFormerstudiesinsiststhatexamplescanreducetheextraneouscognitiveloadenhancethegermanecognitiveloadExiststudiesinsiststhatlearningisimprovedwhe

3、nworkedexamplesarepairedwithpracticeproblemscomparedtowhenonlyworkedexamplesareprovidedtothelearnersButtherearefewstudiesofconformitydesignaboutexamplesandproblemsBasedontheformerstudies，thisstudyputforwardtwokindsofconn

4、ectionmodesaboutexamplesandproblems：exampleproblempairandproblemexamplepair，whichcomparedtopureworkedexampleslearningandpureproblemssolvingpracticePriorknowledgeofstudentsisanimportantvariableincognitiveloadresearchwhich

5、Callinfluencetheeffectsofspecificstrategieswhichincreasegermanecognitiveload2x4x2mixdesignwasappliedinthisSlaldywhichexaminedhowpriorknowledgeofstudents，connectionmodesaboutexamplesandproblemsandtransfertypesinfluencedth

6、etransferlearningAndfurtherobservedtheinfluencetocognitiveloadofpriorknowledgeandconnectionmodesaboutexamplesandproblemsTheresultshowedthat：(1)Priorknowledgeofstudentshadsignificantinfluencesontransferscoresandcognitivel

7、oadTransferSCOreSofhigllpriorknowledgestudentsWerebetterthanthoseoflowpriorknowledgeGermanecognitiveloadofstudentswithhighpriorknowledgewasenhancedhigherthanthoseoflowpriorknowledge(2)Connectionmodesaboutexamplesandprobl

8、ernsinfluencedtransferscoresandcognitiveloadsignificantlyThestudentswithlowpriorknowledgeimprovedneartransferunderthedesignofproblemexamplepa址andimprovedfartransferunderexampleproblempairThestudentswithlowpdorknowledgeno