基于分散效应的高中生物学概念学习
Journal: Educational Research DOI: 10.12238/er.v5i8.4806
Abstract
分散学习是指两次重复学习之间有时间间隔的学习,相对的,两次重复学习之间没有时间间隔或者时间间隔比分散学习小的为集中学习。分散学习的效果好于集中学习的现象被称为分散效应。在高中生物学概念学习中,分散学习可以增加提取信息的难度、增加概念之间的差别、增加提取信息的途经、减少注意力的衰减,从而提高生物学概念学习的效果。因此在高中生物学的教学中,应该通过增加插入性练习,减少注意力的衰减；合理安排复习时间；合理设计练习内容等措施来增加分散学习的机会,提高分散效应。
Keywords
分散效应；概念学习；高中生物学
Full Text
PDF - Viewed/Downloaded: 0 TimesIndexation
Download Index RecordReferences
[1] Maxie Gluckman,Haley A.Vlach and Catherine M. Sandho fer.Spacing Simultaneously Promotes Multiple Forms of Lear ning in Children’s Science Curriculum [J].Applied Cognitive Psychology,2014,28:266-273.
[2] Kornell N, et al. Spacing as the friend of both memory and induction in young and older adults[J]. Psychol Aging, 2010,25(2):498-503.
[3] Maxie Gluckman,Haley A,Vlach,Catherine M, Sandhofer. Spacing Simultaneously Promotes Multiple Forms of Learning in Children’s Science Curriculum [J].Applied Cognitive Psyc hology,2014,28:266-273.
[4] Kornell N, et al. Spacing as the friend of both memory and induction in young and older adults[J]. Psychol Aging, 2010,25(2):498-503.
[5] Peter F Delaney, Peter P J L, Verkoeijen, Arie Spirg el.Spacing and Testing Effects: A Deeply Critical, Lengthy, and At Times Discursive Review of the Literature[J]. Psycho logy of Learning and Motivation,2010,53:63-147.
[6] Cepeda N J, Pashler H, Vul E, Wixted J T, Rohrer D. Distributed practice in verbal recall tasks: A review and quantitative Synthesis[J]. Psychological Bulletin,2006(132): 354-380.
[7] Rohrer D.Interleaving Helps Students Distinguish among Similar Concepts[J]. Educational Psychological Review, 2012(24):355-367.
[8] 张锦华.利用间隔效应促进批判性思考的学习[D].香港:香港中文大学,2015.
[9] Maxie Gluckman,Haley A.Vlach and Catherine M.Sandho fer.Spacing Simultaneously Promotes Multiple Forms of Learn ing in Children’s Science Curriculum [J]. Applied Cognitive Psychology,2014,28:266-273.
[10] Monica S.Birnbaum & Nate Kornell,et al.Why interl eaving enhances inductive learning: The roles of discriminat ion and retrieval[J].Memory Cognition,2013(41):392-402.
[11] Delaney, P. F., Verkoeijen, P. P., & Spirgel, A. Spacing and testing effects: A deeply critical, lengthy, and at times discursive review of the literature. Psychology of Learning and Motivation.2010(5)3:63-147.
[12] Kornell N, et al. Spacing as the friend of both memory and induction in young and older adults[J]. Psychol Aging, 2010,25(2):498-503.
[13] Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. Distributed practice in verbal recall tasks: A review and quantitative synthesis[J]. Psychological Bulletin, 2006(132):354-380.
[14] 马江山.教育心理学在环境微生物教学中的探讨[J].教育现代化,2021,8(50):114-116,138.
[15] Kelli Taylor and Doug Rohrer.The Effects of Inter leaved Practice[J].Applied Cognitive Psychology,2010,24: 837-848.
[2] Kornell N, et al. Spacing as the friend of both memory and induction in young and older adults[J]. Psychol Aging, 2010,25(2):498-503.
[3] Maxie Gluckman,Haley A,Vlach,Catherine M, Sandhofer. Spacing Simultaneously Promotes Multiple Forms of Learning in Children’s Science Curriculum [J].Applied Cognitive Psyc hology,2014,28:266-273.
[4] Kornell N, et al. Spacing as the friend of both memory and induction in young and older adults[J]. Psychol Aging, 2010,25(2):498-503.
[5] Peter F Delaney, Peter P J L, Verkoeijen, Arie Spirg el.Spacing and Testing Effects: A Deeply Critical, Lengthy, and At Times Discursive Review of the Literature[J]. Psycho logy of Learning and Motivation,2010,53:63-147.
[6] Cepeda N J, Pashler H, Vul E, Wixted J T, Rohrer D. Distributed practice in verbal recall tasks: A review and quantitative Synthesis[J]. Psychological Bulletin,2006(132): 354-380.
[7] Rohrer D.Interleaving Helps Students Distinguish among Similar Concepts[J]. Educational Psychological Review, 2012(24):355-367.
[8] 张锦华.利用间隔效应促进批判性思考的学习[D].香港:香港中文大学,2015.
[9] Maxie Gluckman,Haley A.Vlach and Catherine M.Sandho fer.Spacing Simultaneously Promotes Multiple Forms of Learn ing in Children’s Science Curriculum [J]. Applied Cognitive Psychology,2014,28:266-273.
[10] Monica S.Birnbaum & Nate Kornell,et al.Why interl eaving enhances inductive learning: The roles of discriminat ion and retrieval[J].Memory Cognition,2013(41):392-402.
[11] Delaney, P. F., Verkoeijen, P. P., & Spirgel, A. Spacing and testing effects: A deeply critical, lengthy, and at times discursive review of the literature. Psychology of Learning and Motivation.2010(5)3:63-147.
[12] Kornell N, et al. Spacing as the friend of both memory and induction in young and older adults[J]. Psychol Aging, 2010,25(2):498-503.
[13] Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. Distributed practice in verbal recall tasks: A review and quantitative synthesis[J]. Psychological Bulletin, 2006(132):354-380.
[14] 马江山.教育心理学在环境微生物教学中的探讨[J].教育现代化,2021,8(50):114-116,138.
[15] Kelli Taylor and Doug Rohrer.The Effects of Inter leaved Practice[J].Applied Cognitive Psychology,2010,24: 837-848.
Copyright © 2022 汪飞君
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License