影响概念学习的因素:示例与反馈
Journal: Educational Research DOI: 10.12238/er.v4i9.4205
Abstract
概念的学习是所有学习的基础,是学校课程中必要的组成部分。示例与反馈都是能够促进学习效果的因素,这两大因素对概念学习的影响值得关注,对概念教学理论和实践有着重要的启示和价值。
Keywords
概念学习;示例;反馈学习
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[10] Hattie,J., & Timperley, H.(2007).The power of feedback. Review of Educational Research,77,81e112.
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[14] Rittle-Johnson B, Star J.R.(2007) Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.Journal of Educational Psychology. 99(3): 561-574.
[15] Rittle-Johnson B, Star J.R.(2009) Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving.Journal of Educ ational Psychology. 101(3): 529-544.
[16] Weinstein,Y.,Lawrence,J.S.,Tran,N.,& Frye,A.A.(2013).How and how much do students study? Tracking study habits with the diary method.Poster presented at the annual meeti ng of the Psychonomic Society,Toronto,Canada.
[17] Schimmel, B. J. (1983). A meta -analysis of feedback to learners in computerized and programmed instruc tion. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Canada,April 11-14,1983.
[18] Shute,V.(2008).Focus on for mative feedback.Review of Educational Research,78,153e189.
[2] Bangert-Drowns,R.L.,Kulik,C.C., Kulik,J.A.,& Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Education al Research,61,213e238.
[3] Butler,D.L.,& Winne,P.H.(1995).Feedback and self-regulated learn ing: A theoretical synthesis. Review of Educational Psychology,65, 245e281.
[4] Butler, A. C.,& Roediger,H.L.(2008).Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition,36(3), 604e616.
[5] Butler,A.C.,Godbole, N., & Mar sh,E.J.(2013).Explanation feedback is better than correct answer feedback for promoting transfer of learning.Journal of Educational Psychology,105(2),290.
[6] Finn, B., Thomas, R., & Rawson, K.A..(2017).Learning more from feedback:elaborating feedback with examples enhances concept learning. Learning and Instruction,54.
[7] Gurung, R. A. R. (2005). How do students really study (and does itmatter)? Teaching of Psychology, 32,239-241.
[8] Gurung, R. A. R., Weidert, J., & Jeske, A. (2010). Focusing on how stu dents study. Journal of the Scholarship of Teaching and Learning,10,28-35.
[9] Hamilton,R.J.(1989).The eff ects of learner-generated elaboratio ns on concept learning from prose.The Journal of Experimental Education,57,205-217.
[10] Hattie,J., & Timperley, H.(2007).The power of feedback. Review of Educational Research,77,81e112.
[11] Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventi ons on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychol ogical Bulletin, 119, 254e284.
[12] Kulhavy, R. W., White, M. T., Topp, B. W., Chan, A. L., & Adams, J. (1985). Fee dback complexity and corrective effi ciency. Contemporary Educational Psyc hology,10(3), 285-291.
[13] Rawson, K. A., Thomas, R. C., & Jacoby, L. L. (2015). The power of exam ples:illustrative examples enhance con ceptual learning of declarative conce pts. Educational Psychology Review, 27,483-504.
[14] Rittle-Johnson B, Star J.R.(2007) Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.Journal of Educational Psychology. 99(3): 561-574.
[15] Rittle-Johnson B, Star J.R.(2009) Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving.Journal of Educ ational Psychology. 101(3): 529-544.
[16] Weinstein,Y.,Lawrence,J.S.,Tran,N.,& Frye,A.A.(2013).How and how much do students study? Tracking study habits with the diary method.Poster presented at the annual meeti ng of the Psychonomic Society,Toronto,Canada.
[17] Schimmel, B. J. (1983). A meta -analysis of feedback to learners in computerized and programmed instruc tion. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Canada,April 11-14,1983.
[18] Shute,V.(2008).Focus on for mative feedback.Review of Educational Research,78,153e189.
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