發(fā)布時(shí)間：2018-05-17 13:17

  本文選題：學(xué)習(xí)時(shí)間分配 + 基于議程調(diào)節(jié)模型�。� 參考：《浙江師范大學(xué)》2014年碩士論文

【摘要】：學(xué)習(xí)是人類賴以生存和發(fā)展的重要認(rèn)知活動(dòng),有效學(xué)習(xí)在很大程度上取決于學(xué)習(xí)者的自我調(diào)節(jié)學(xué)習(xí)的程度。自我調(diào)節(jié)學(xué)習(xí)是學(xué)習(xí)者為了提高學(xué)習(xí)效率而主動(dòng)運(yùn)用與調(diào)控元認(rèn)知,動(dòng)機(jī)及行為的過(guò)程。其中,元認(rèn)知是其重要形式,包括元認(rèn)知監(jiān)測(cè)與控制。學(xué)習(xí)時(shí)間分配是反映學(xué)習(xí)者調(diào)節(jié)學(xué)習(xí)的重要指標(biāo)之一。深入研究學(xué)習(xí)時(shí)間分配,可以進(jìn)一步揭示其的規(guī)律,將為教育教學(xué)提供科學(xué)的理論參考。論文基于Metcalf的研究范式,設(shè)計(jì)三個(gè)實(shí)驗(yàn)來(lái)具體考察字體大小對(duì)學(xué)習(xí)時(shí)間分配的影響。自變量有項(xiàng)目的字體大小、項(xiàng)目難度和項(xiàng)目分值,因變量有回憶成績(jī)和學(xué)習(xí)時(shí)間分配。 本研究包括三個(gè)實(shí)驗(yàn)。實(shí)驗(yàn)1采用單因素被試內(nèi)設(shè)計(jì),考察字體大小對(duì)學(xué)習(xí)時(shí)間分配的影響。實(shí)驗(yàn)2和實(shí)驗(yàn)3在實(shí)驗(yàn)1的基礎(chǔ)上,分別增加了項(xiàng)目難度因素和項(xiàng)目分值因素,進(jìn)而考察項(xiàng)目的字體大小與難度或分值對(duì)學(xué)習(xí)時(shí)間分配的影響。本研究主要得出了以下結(jié)果： (1)在回憶成績(jī)上,學(xué)習(xí)項(xiàng)目的不同字體大小對(duì)項(xiàng)目的回憶成績(jī)不存在影響。 (2)在自定步調(diào)學(xué)習(xí)時(shí)間分配上,項(xiàng)目字體大小的影響不穩(wěn)定,在不同的實(shí)驗(yàn)情景下,個(gè)體在不同字體大小的學(xué)習(xí)項(xiàng)目上分配不同的學(xué)習(xí)時(shí)間。 (3)在項(xiàng)目選擇上,個(gè)體會(huì)在第一次項(xiàng)目選擇上傾向于按照習(xí)慣性反應(yīng)選擇大字體項(xiàng)目學(xué)習(xí),在第二次項(xiàng)目選擇上個(gè)體傾向于選擇容易項(xiàng)目或者高分項(xiàng)目來(lái)學(xué)習(xí),表明被試會(huì)根據(jù)學(xué)習(xí)情境采用議程驅(qū)動(dòng)和習(xí)慣性反應(yīng)進(jìn)行學(xué)習(xí)時(shí)間分配,以最小的努力來(lái)實(shí)現(xiàn)學(xué)習(xí)目標(biāo)。 本研究發(fā)現(xiàn),傳統(tǒng)的差異縮小模型、層次模型和最近學(xué)習(xí)區(qū)模型在解釋學(xué)習(xí)時(shí)間分配的內(nèi)在機(jī)制方面均存在一定局限。另外,在字體大小對(duì)學(xué)習(xí)時(shí)間分配的影響機(jī)制上,這些理論都無(wú)法給予解釋。基于議程模型可以將字體大小效應(yīng)納入模型的整體框架中更適合解釋本研究的結(jié)果。
[Abstract]:Learning is an important cognitive activity for human survival and development. To a large extent, effective learning depends on the degree of self-regulated learning. Self-regulated learning is a process in which learners actively use and regulate metacognition, motivation and behavior in order to improve their learning efficiency. Metacognition is an important form of metacognition, including metacognitive monitoring and control. The allocation of learning time is one of the important indicators to reflect learners' adjustment of learning. Further study on the allocation of learning time can further reveal its rules and provide a scientific theoretical reference for education and teaching. Based on the research paradigm of Metcalf, three experiments are designed to investigate the effect of font size on learning time allocation. Independent variables include project font size, project difficulty and project score, and dependent variables include recall scores and learning time allocation. This study includes three experiments. In experiment 1, single factor design was used to investigate the effect of font size on learning time allocation. On the basis of experiment 1, experiments 2 and 3 increase the factors of project difficulty and item score respectively, and then investigate the effect of font size and difficulty or score on learning time distribution. The main results of this study are as follows: 1) on the recall score, the different font sizes of the learning items have no effect on the recall scores of the items. (2) in the allocation of self-paced learning time, the effect of item font size is not stable. In different experimental situations, individuals allocate different learning time on different font size learning items. In project selection, individuals tend to choose large font items according to habitual reaction in the first project selection, while individuals tend to choose easy items or high score items to learn in the second project selection. The results showed that the participants used agenda driven and habitual reaction to allocate learning time according to the learning situation, and to achieve the learning goal with minimal effort. It is found that the traditional difference reduction model, the hierarchical model and the recent learning area model have some limitations in explaining the intrinsic mechanism of learning time allocation. In addition, these theories can not explain the influence of font size on learning time allocation. Based on the agenda model, the font size effect can be incorporated into the overall framework of the model to explain the results of this study.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842.3

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本文編號(hào)：1901532