ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 2023, Vol. 55 ›› Issue (1): 117-128.doi: 10.3724/SP.J.1041.2023.00117

• 研究报告 • 上一篇    下一篇

规则变型推理对远迁移问题解决的促进

张奇1, 张庆翔1, 张笑笑2(), 高超3()   

  1. 1辽宁师范大学心理学院, 大连 116029
    2深圳大学心理学院, 深圳 518060
    3江汉大学教育学院, 武汉 430056
  • 收稿日期:2021-10-27 发布日期:2022-10-13 出版日期:2023-01-25
  • 通讯作者: 张笑笑,高超 E-mail:Zhangxx@szu.edu.cn;gaochao_psy@foxmail.com
  • 基金资助:
    国家自然科学基金青年项目(31600912);广东省哲学社会科学“十三五”规划项目(GD20CXL06);深圳市科技创新委深圳市高等院校稳定支持计划面上项目(20200813121341001)

Effects of rule variant reasoning in far transfer problem solving

ZHANG Qi1, ZHANG Qingxiang1, ZHANG Xiaoxiao2(), GAO Chao3()   

  1. 1School of Psychology, Liaoning Normal University, Dalian 116029, China
    2School of Psychology, Shenzhen University, Shenzhen 518060, China
    3School of Education, Jianghan University, Wuhan 430056, China
  • Received:2021-10-27 Online:2022-10-13 Published:2023-01-25
  • Contact: ZHANG Xiaoxiao,GAO Chao E-mail:Zhangxx@szu.edu.cn;gaochao_psy@foxmail.com

摘要:

为了避免多重变异样例学习和采用题海战术, 并能促进规则样例学习的远迁移问题解决, 开创出原样例学习后对原型规则做出变型推理的学习方法, 以算术应用题的解题样例为原样例学习材料进行了4项实验研究。结果显示:四年级小学生运用该方法可有效促进远迁移问题的解决; 其变型推理能力存在数学成绩等级差异; 提供问题情境和推理提示能提高部分学生规则变型推理成绩和远迁移测验成绩。实验结果证明, 规则变型推理是促进远迁移问题解决的有效方法之一。

关键词: 规则样例学习, 变型问题, 规则变型推理, 变型规则, 远迁移问题

Abstract:

Previous experimental results have shown that worked-example learning can promote the solution of near, but not far, transfer problems. However, according to Sweller, in order to promote the solution of the far transfer problem, it was necessary to learn a series of worked-examples of variant problems solutions. Furthermore, they must try to solve problems requiring variant rules. Thus, they will be assigned a large number of homework exercises. To avoid this, we developed a rule worked-example learning method to promote far transfer problem solving, in which students applied rules variant reasoning after prototype worked-example learning. We carried out four experiments to test the effectiveness of this method.

In Experiment 1, 162 fourth-grade students were selected as participants. They were randomly divided into three groups. After learning the prototype worked-examples, the first group learned worked-examples of the four variant problem solutions. The second group applied rule variant reasoning to four problems presented to them. The third group solved four near transfer problems. Then, participants in all groups were evaluated by transfer tests. In Experiment 2, 54 mathematics high-performing students, 54 mathematics middle-performing students, and 54 mathematics low-performing students were selected as participants. After learning the prototype worked-examples, they all applied rule variant reasoning to four variant problems presented to them. Then, they all took transfer tests. In Experiment 3, 90 mathematics middle-performing students were randomly divided into three groups. Additionally, 90 mathematics low-performing students were randomly divided into three groups. After prototype worked-examples learning, two first groups made up the variant problems by self, and then they carried out rules variant reasoning for the variant problems; two second groups carried out rules variant reasoning for four variant problems presented to them; two third groups made four types division for eight variant problems presented to them, and then they carried out rules variant reasoning for the four kinds of the variant problems. Finally, they were all tested by transfer tests. In Experiment 4, 80 mathematics low-performing students were randomly divided into two groups. After learning prototype worked-examples, they all made four types division for eight variant problems presented to them. The first group carried out rules variant reasoning for the four kinds of the variant problems. The second group carried out rules variant reasoning using the variant problems of incomplete solving rules. Finally, they all took transfer tests.

The results showed that (1) The far transfer scores of the first group were significantly better than those of the second and the third groups, and that the second group’s scores were significantly better than those of the third group; (2) Significant differences were found in the far transfer test scores among three math performance levels; (3) The far transfer test scores of the third group were significantly better than those of the first and second groups; (4) The far transfer test scores of the second group were significantly better than those of the first.

It can be concluded that rule variant reasoning after learning prototype worked-example significantly promotes far transfer problem solving.

Key words: rule worked-example learning, variant problems, rule variant reasoning, variant rules, far transfer problems

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