共查询到20条相似文献，搜索用时 31 毫秒
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陈亚杰 《内蒙古大学学报(人文社会科学版)》2003,35(1):112-115
在语言学习中，学习认知能力的培养至关重要。利用图式理论能够积极培养学习的语言认知能力，这是因为，图式对语言的记忆和理解具有指导和推助作用。如何语言学习大脑中已有的适当的图式被激活，或构建新的语言图式，抽象的语言将会具体化，学习的难度将会降低，学习的过程将会被简化。从而，学习的认知能力得到培养，学习效果和效率都会得到提高。 相似文献
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Rob J. Nadolski Paul A. Kirschner Jeroen J. G. van Merriënboer Hans G. K. Hummel 《Educational technology research and development : ETR & D》2001,49(3):87-101
Learners are often overwhelmed by the complexity of realistic learning tasks, but reducing this complexity through traditional Instructional Design (ID) methods jeopardizes the authenticity of the learning experience. To solve this apparent paradox, a two-phase ID model is presented. Phase 1 consists of cognitive task analysis, where a systematic approach to problem solving (SAP) is identified in conjunction with skill decomposition and determination of task complexity. In the subsequent design phase, inductive micro-level sequencing based on the four-component ID model (van Merriënboer, 1997) is applied where worked-out examples and problems accompanied by process worksheets assure the necessary variability of practice. Step size in a multiple-step whole-task approach—needed for the process worksheets—is determined on the basis of estimated part-task complexity. A developmental study of the model is illustrated with examples from the domain of law. 相似文献
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图式理论在英语听力教学中起着很大的作用,但是很多学者仅仅从图式理论对英语听力教学的作用做了介绍,至于如何利用图示理论构建英语听力图式,很多学者并没有做具体说明,而构建听力图式才是解决听力问题的关键.构建听力图式应该从构建单词听力图式、句子听力图式和语篇听力图式这三方面循序渐进地进行. 相似文献
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图式理论在英语阅读理解中的作用与缺失 总被引：2，自引：0，他引：2
图式理论在英语阅读理解中具有促进作用。语言图式、内容图式和形式图式对英语阅读理解的促进作用，发现图式知识在提高读者阅读能力的同时，其本身的特点及其工作机制还会对英语阅读理解产生障碍，该理论在阅读理解中也存在不足之处。图式干扰、合适图式的选择问题以及图式作用的非决定性，构成了图式理论的主要不足因素。 相似文献
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《Learning and Instruction》2002,12(1):11-37
Cognitive load theory provides guidelines for improving the training of complex cognitive skills and their transfer to new situations. One guideline states that extraneous cognitive load that is irrelevant to the construction of cognitive schemata should be minimised. Experiment 1 (N=26) compares completion problems, conventional problems, and a learner-controlled condition in which learners may choose between problem formats. Completion problems decrease cognitive load during training and have a zero or positive effect on transfer performance. A second guideline states that germane cognitive load that is directly relevant to schema construction should be optimised. In Experiment 2 (N=69) practice schedules of either high or low contextual interference are compared (HCI and LCI). HCI increases cognitive load during training and shows a trend towards higher transfer performance. Experiment 3 (N=87) combines both guidelines in a factorial experiment with the factors problem format (completion vs. conventional) and contextual interference (HCI vs. LCI). It is hypothesised that redirecting attention from extraneous to germane processes will improve training efficiency, i.e. positively affect the balance between cognitive load during training and transfer test performance. In support of this hypothesis, it is found that the completion-HCI group shows highest training efficiency. But transfer test performance for this group is disappointing. The results are discussed in relation to the operationalisation of HCI in combination with completion problems. 相似文献
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Peter Gerjets Katharina Scheiter Julia Schuh 《Educational technology research and development : ETR & D》2008,56(1):73-92
Global comparisons of learning from hypertext/hypermedia and traditional presentation formats like text have yet failed to
show major advantages concerning the effectiveness of hypermedia learning. Thus, it is proposed in the current paper to evaluate
hypermedia environments more specifically with regard to their potential to implement and support well-defined learning approaches.
According to this view, an effective hypermedia design needs to be based on thorough cognitive task analyses with regard to
structures, processes, and resources that are required to benefit from a specific learning approach. This claim is illustrated
by two experiments in which we explored the instructional potential of hypermedia environments for improving schema acquisition
from worked-out examples. A cognitive task analysis was used to identify specific types of information comparisons that are
crucial for successful schema induction and that might be effectively supported by suitably designed hypermedia environments.
The experiments investigated two methods for enhancing comparison processes in hypermedia-assisted learning from worked-out
examples, namely, elaboration prompts and an interactive comparison tool. Both methods improved performance for near-transfer
problems. Ways of extending this task-analytical approach to facilitating far transfer are also discussed.
相似文献
| Peter GerjetsEmail: |
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黄雪英 《温州职业技术学院学报》2002,2(1):55-57,76
阅读能力的培养是大学英语教学的主要目标。根据图式理论，学生的阅读能力由三种图式决定：语言图式、内容图式和形式图式。为了达到最佳效果，在阅读时须及时建立、调用、激活和丰富这三种图式。本文重点介绍了在阅读教学中如何建立和激活这三种图式，从而提高阅读教学质量和学生的阅读能力。 相似文献
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Amanda Jarrell Jason M. Harley Susanne Lajoie Laura Naismith 《Educational technology research and development : ETR & D》2017,65(5):1263-1284
Students experience a variety of emotions following achievement outcomes which stand to influence how they learn and perform in academic settings. However, little is known about the link between student outcome emotions and dimensions of performance feedback in computer-based learning environments (CBLEs). Understanding the dynamics of this relationship is particularly important for high-stakes, competency-based domains such as medical education. In this study, we examined the relationship between medical students’ (N = 30) outcome emotion profiles and their performance on a diagnostic reasoning task in the CBLE, BioWorld. We found that participants could be organized into distinct emotion groups using k-means cluster analyses based on their self-reported outcome emotion profiles: an expected positive emotion cluster and negative emotion cluster and an unexpected low intensity emotion cluster. A clear relationship was found between emotion clusters and diagnostic performance such that participants classified to the positive emotion cluster had the highest performance; those classified to the negative emotion cluster had the lowest performance; and those classified to the low intensity emotion cluster had performance outcomes that fell between the other two. Our discussion focuses on the theoretical implications of emotion classification and design recommendations for learning environments and emotional interventions in computer-based contexts. 相似文献
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高翼 《贵州教育学院学报》2009,25(7):69-72
图式理论认为,人们在理解新事物时,需要将新事物与背景知识联系起来,人们对新事物的理解和解释取决于头脑中已存在的图式,读者对语篇的理解是他们的语言知识和图式相互作用的结果。图式能促进读者的认知能力,也能影响读者的理解。不同的图式模式对语篇有不同的理解,读者能通过阅读扩大和修正已有的图式模式。 相似文献
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The current study aimed at identifying the difficulties experienced by children with mathematics learning disability (MLD) in the problem representation phase of arithmetic word problem solving using a novel problem types identification task. An MLD group (n = 66) and a typically achieving control group (n = 139) were recruited for an assessment on problem type identification as well as some domain-general and mathematics-related cognitive abilities. Results from ANCOVA showed that the MLD group scored significantly lower than the typically achieving control group on this assessment, after controlling for the effect of cognitive correlates, reading achievement and arithmetic performance. Furthermore, this assessment significantly predicted MLD membership even after taking children's arithmetic competency into account. The current study confirmed the difficulties in problem representation of arithmetic word problems experienced by students with MLD and provided evidence for the need to introduce schema instructions in mathematics classes. 相似文献
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蔡利妮 《湖南城市学院学报》2012,(3):90-92
阅读是外语学习过程中一个极其重要的环节,与阅读理解有关的图式可分为三大类:形式图式、内容图式和语言图式。把图式理论具体运用到日语教学中时,应设法使学生的图式结构丰富;设法激活学生已有图式结构;运用形式图式、理清文章脉络。 相似文献
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Beth M. Casey Eric DearingAlana Dulaney Miriam HeymanRemy Springer 《Early childhood research quarterly》2014
The present study addresses girls’ (6–7-year-olds; N = 162) early spatial and arithmetic skills within the context of learning environments provided by their mothers. The study was designed to determine the relationship between maternal supportive interactions on a joint origami spatial problem-solving task and their first grade daughters’ spatial and arithmetic skills. During home visits the mothers and daughters were videotaped jointly solving origami tasks with maternal supportive interactions assessed through ratings of maternal stimulation of cognitive development and maternal quality of assistance; the girls were separately assessed in school on spatial and arithmetic skills. Using structural equation modeling, the main findings were (1) maternal supportive interactions on a mother–child origami task mediated the relation between mothers’ spatial skills/educational level and their daughters’ spatial skills and (2) their daughters’ spatial skills in turn mediated the relation between quality of maternal supportive spatial interactions and the daughters’ arithmetic achievement. The present findings indicate the importance of early maternal supportive interactions relating to spatial problem solving for girls’ spatial and arithmetic achievement. Furthermore, all pathways linking girls’ home environments and arithmetic skills were mediated through the girls’ spatial skills, suggesting that for young girls, development of early spatial skills may be important for effective arithmetic learning. 相似文献
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Sarah R. Powell 《Learning disabilities research & practice》2011,26(2):94-108
Solving word problems is a difficult task for students at‐risk for or with learning disabilities (LD). One instructional approach that has emerged as a valid method for helping students at‐risk for or with LD to become more proficient at word‐problem solving is using schemas. A schema is a framework for solving a problem. With a schema, students are taught to recognize problems as falling within word‐problem types and to apply a problem solution method that matches that problem type. This review highlights two schema approaches for second‐ and third‐grade students at‐risk for or with LD: schema‐based instruction and schema‐broadening instruction. A total of 12 schema studies were reviewed and synthesized. Both types of schema approaches enhanced the word‐problem skill of students at‐risk for or with LD. Based on the review, suggestions are provided for incorporating word‐problem instruction using schemas. 相似文献
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本文运用图式理论探讨了大学英语听力教学中的语言输入,旨在帮助学生提高听力理解能力。文章分析了图式和听力理解的内在认知关系;论述了内容图式、形式图式和抽象图式三种不同类型的图式对大学英语听力教学中语言输入的指导;并指出在听力教学实践中,教师遵循关联性和真实性原则选择和使用语言输入有助于学生激活和完善内容图式,语言输入的文体教学影响着学生大脑中形式图式的构建和发展,而教师简化语言输入则有利于帮助学生建立抽象图式。 相似文献
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《The Journal of educational research》2012,105(5):604-614
AbstractResearch has shown that there are positive associations between students' goals and learning behavior. However, less is known about these associations for adolescent students in competency-based learning compared to adolescent students in teacher-directed learning. The current study was conceptualized with the aim of getting more in-depth information about competency-based learning with a competency matrix based on trait-based scales for students' self-assessment vs. teacher-directed learning. The sample consists of 846 (Mage?=?14.06; SD?=?0.94) middle adolescent students (8th-9th grades) from secondary schools in Germany. By using latent mean comparison and multigroup structural equation modelling in Mplus, it could be shown that the association between mastery goals and learning behavior is stronger in competency-based learning and performance-approach goals have a positive effect to effort investment. Furthermore, students of competency-based learning report higher values in mastery goals, effort investment and elaboration. 相似文献
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Problem-solving skills and understanding of domain, knowledge (e.g., fighting misconceptions) are important goals in both
secondary and tertiary science education. A prototype of an instructional task is presented which aims at improved problem-solving
skills based on understanding of domain knowledge. In this task, comparing carefully selected solved problems by groups of
students is utilised as a learning activity for the acquisition of adequate problem schemata. The task is designed as a part
of the so-called UBP-program (UBP=Understanding Based Problem solving) currently being developed, for education in science.
The result of an evaluative study for the field of mechanics is presented. The UBP-task appears apt to improve problem-solving
skills at a less advanced level of physics education (e.g., 10th grade), especially for students normally performing poorly—who
are often girls. 相似文献