本文選題：先前知識 + 自我調(diào)節(jié)學(xué)習(xí)　； 參考：《華中師范大學(xué)》2014年碩士論文

【摘要】：超媒體學(xué)習(xí)環(huán)境中信息呈現(xiàn)的形式多樣化和內(nèi)容豐富性使學(xué)習(xí)者在學(xué)習(xí)的過程中具有高度的自主性和獨(dú)立性,但并非所有的學(xué)習(xí)者都能從這一環(huán)境中獲益,原因可能有二：認(rèn)知超負(fù)荷、信息迷航(Gerjets,Scheiter,Schuh,2008)。在學(xué)習(xí)過程中更好地進(jìn)行自我調(diào)節(jié)學(xué)習(xí)的個(gè)體能有效地克服或避免因迷航和認(rèn)知超負(fù)荷所帶來的不良影響(MoosAzevedo,2008a)。當(dāng)然,超媒體學(xué)習(xí)的有效性也會受到一些個(gè)體因素和環(huán)境因素的影響。不同先前知識水平的學(xué)習(xí)者在超媒體環(huán)境中的學(xué)習(xí)是不同的(Chen,Fan,Macredie,2006),當(dāng)學(xué)習(xí)時(shí)間不同時(shí),學(xué)習(xí)者在超媒體環(huán)境下的自我調(diào)節(jié)學(xué)習(xí)也存在不同(MoosAzevedo,2008b；Moos,2009)。因此本研究旨在探討有、無時(shí)間限制的情況下,先前知識對超媒體環(huán)境下自我調(diào)節(jié)學(xué)習(xí)及學(xué)習(xí)效果的影響。通過使用前測問卷進(jìn)行班級施測來篩選被試參與到實(shí)驗(yàn)中。采用出聲思維法來記錄學(xué)習(xí)者的學(xué)習(xí),在正式學(xué)習(xí)之前對被試進(jìn)行出聲思維的訓(xùn)練,正式學(xué)習(xí)時(shí)記錄出聲思維數(shù)據(jù),學(xué)習(xí)結(jié)束后完成后測。 實(shí)驗(yàn)1主要探討在限制學(xué)習(xí)時(shí)間的條件下,先前知識對超媒體環(huán)境中自我調(diào)節(jié)學(xué)習(xí)的影響。結(jié)果發(fā)現(xiàn)：相比低先前知識的學(xué)習(xí)者,高先前知識者在學(xué)習(xí)中更多地通過激活先前知識來規(guī)劃其學(xué)習(xí),通過學(xué)習(xí)判斷、識別適當(dāng)信息以監(jiān)控其學(xué)習(xí)過程,更多地采用知識闡述這一策略以促進(jìn)學(xué)習(xí),同時(shí)對學(xué)習(xí)時(shí)間有較好的掌控；學(xué)習(xí)者自我報(bào)告的SRL水平顯著高于出聲思維記錄的SRL水平；先前知識水平較高的學(xué)習(xí)者有更好的學(xué)習(xí)表現(xiàn)。 實(shí)驗(yàn)2則進(jìn)一步探討在不限制學(xué)習(xí)時(shí)間的條件下,先前知識對超媒體環(huán)境中自我調(diào)節(jié)學(xué)習(xí)的影響。結(jié)果發(fā)現(xiàn)：先前知識水平較高的學(xué)習(xí)者,其自我調(diào)節(jié)學(xué)習(xí)與先前知識水平較低的學(xué)習(xí)者之間差異不顯著；學(xué)習(xí)者自我報(bào)告的SRL水平顯著高于出聲思維記錄的SRL水平；先前知識水平較高的個(gè)體有更好的學(xué)習(xí)表現(xiàn)；學(xué)習(xí)時(shí)間與先前知識在策略使用和遷移成績上存在交互作用。 基于這兩個(gè)實(shí)驗(yàn),本研究得出以下結(jié)論：在超媒體學(xué)習(xí)環(huán)境中,學(xué)習(xí)者的自我調(diào)節(jié)學(xué)習(xí)受其先前知識與學(xué)習(xí)時(shí)間的共同影響。先前知識經(jīng)驗(yàn)影響學(xué)習(xí)者的認(rèn)知負(fù)荷、掌握感以及學(xué)習(xí)效果。在學(xué)習(xí)時(shí)間受限的情況下,高先前知識個(gè)體相對低先前知識者而言,在學(xué)習(xí)過程中會更多地通過激活先前知識來規(guī)劃學(xué)習(xí),通過學(xué)習(xí)判斷、識別適當(dāng)信息來對其學(xué)習(xí)過程進(jìn)行監(jiān)控,在策略使用上則更傾向于知識闡述。相對出聲思維測量而言,在問卷測量方式中,學(xué)習(xí)者報(bào)告了更高水平的自我調(diào)節(jié)學(xué)習(xí)。
[Abstract]:The diversity of forms and richness of information presented in the hypermedia learning environment gives learners a high degree of autonomy and independence in the learning process, but not all learners benefit from this environment. There may be two reasons: cognitive overload, Information lost (Gerjetsn Scheitern Schuhh 2008). Individuals who have better self-regulated learning in the course of learning can effectively overcome or avoid the adverse effects caused by flight loss and cognitive overload (Moos Azevedodo 2008a). Of course, the effectiveness of hypermedia learning will also be affected by some individual and environmental factors. Learners with different previous knowledge levels have different learning in hypermedia environment (Chengni Fan Macredie2006). When learning time is different, learners' self-regulated learning in hypermedia environment is also different (Moos Azevedo / 2008 BX Mooso 2009). The purpose of this study is to explore the effect of prior knowledge on self-regulated learning and learning effects in hypermedia environment without time constraints. The participants were selected to participate in the experiment by using the pre-test questionnaire. The vocal thinking method was used to record the learners' learning, the subjects were trained in the sound thinking before the formal study, and the data of the sound thinking were recorded during the formal study, and the test was completed after the study. Experiment 1 focuses on the influence of previous knowledge on self-regulated learning in hypermedia environment under the condition of limited learning time. The results showed that: compared with the learners with low prior knowledge, those with higher prior knowledge planned their learning by activating prior knowledge, and monitored their learning process by learning judgment and identifying appropriate information. More knowledge is used to explain this strategy in order to promote learning, at the same time, learners have better control of learning time, the SRL level of learners' self-report is significantly higher than the SRL level of sound thinking record. Learners with higher previous levels of knowledge have better learning performance. Experiment 2 further explored the influence of prior knowledge on self-regulated learning in hypermedia environment without limiting learning time. The results showed that there was no significant difference in self-regulated learning between the learners with higher previous knowledge level and those with lower previous knowledge level, and the SRL level of self-reporting was significantly higher than the SRL level of sound thinking record. Individuals with higher previous knowledge level had better learning performance, and learning time had interaction with previous knowledge on strategy use and transfer achievement. Based on these two experiments, this study draws the following conclusions: in hypermedia learning environment, learners' self-regulated learning is influenced by their prior knowledge and learning time. Previous knowledge and experience affect learners' cognitive load, mastery and learning effect. In the case of limited learning time, individuals with high prior knowledge are more likely to plan their learning by activating prior knowledge and to judge by learning, compared with those with lower prior knowledge. Identification of appropriate information to monitor its learning process, in the use of strategy is more inclined to explain the knowledge. In the questionnaire, the learners reported a higher level of self-regulated learning.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842

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