摘要 数学学习效率一直是教育研究者和一线教师都关注的问题.通过课堂教学实验,探讨高中学生数学原有知识水平和学习认知负荷对数学课堂学习效率的影响.研究结果表明:(1)无论是中等负荷还是高负荷数学内容的学习,学生的原有知识水平都对课堂学习效率存在极其显著性影响.(2)当学生学习中等负荷的数学内容时,学生的学习认知负荷对课堂学习效率存在显著性影响,而学习高负荷数学内容时影响不显著.在剔除掉数学原有知识水平差异的条件下,两种负荷水平内容的学习都表明学生的学习认知负荷对课堂学习效率不存在显著性影响.(3)两种负荷水平数学内容的学习结果都表明:学生数学原有知识水平和学习认知负荷对课堂学习效率没有显著的交互性影响. Mathematics learning efficiency has long been a concern of educational researchers and teachers.The experimental results of classroom teaching in this study showed three things.First,for both medium and high cognitive load mathematical materials,the prior knowledge of students had a significant impact on students’learning of mathematics from classroom instruction.Second,the cognitive load of students’learning had a significant impact on mathematics classroom learning efficiency when students learned from medium cognitive load mathematics materials.However,the effect was not significant when high cognitive load materials were involved.Learning materials of both cognitive load levels showed that the cognitive load of students had no significant impact on mathematics classroom learning efficiency when prior knowledge differences were controlled in the analysis.Third,learning from both cognitive load levels of mathematical materials showed that students’prior knowledge level and learning cognitive load had no significant interaction on their learning.
机构地区 首都师范大学教育学院 首都师范大学教师教育学院
出处 《数学教育学报》 北大核心 2021年第2期26-31,共6页 Journal of Mathematics Education
基金 北京市教育科学规划重点课题——指向育人价值的高中数学概念教学研究(CDAA2020053)。
关键词 高中学生 原有知识水平 学习认知负荷 课堂学习效率 high school students prior knowledge cognitive load classroom instruction,learning outcome
分类号 G622 [文化科学—教育学]
