發(fā)布時間：2018-06-24 10:05

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

【摘要】：超媒體學習環(huán)境中信息呈現(xiàn)的形式多樣化和內(nèi)容豐富性使學習者在學習的過程中具有高度的自主性和獨立性,但并非所有的學習者都能從這一環(huán)境中獲益,原因可能有二：認知超負荷、信息迷航(Gerjets,Scheiter,Schuh,2008)。在學習過程中更好地進行自我調(diào)節(jié)學習的個體能有效地克服或避免因迷航和認知超負荷所帶來的不良影響(MoosAzevedo,2008a)。當然,超媒體學習的有效性也會受到一些個體因素和環(huán)境因素的影響。不同先前知識水平的學習者在超媒體環(huán)境中的學習是不同的(Chen,Fan,Macredie,2006),當學習時間不同時,學習者在超媒體環(huán)境下的自我調(diào)節(jié)學習也存在不同(MoosAzevedo,2008b；Moos,2009)。因此本研究旨在探討有、無時間限制的情況下,先前知識對超媒體環(huán)境下自我調(diào)節(jié)學習及學習效果的影響。通過使用前測問卷進行班級施測來篩選被試參與到實驗中。采用出聲思維法來記錄學習者的學習,在正式學習之前對被試進行出聲思維的訓(xùn)練,正式學習時記錄出聲思維數(shù)據(jù),學習結(jié)束后完成后測。 實驗1主要探討在限制學習時間的條件下,先前知識對超媒體環(huán)境中自我調(diào)節(jié)學習的影響。結(jié)果發(fā)現(xiàn)：相比低先前知識的學習者,高先前知識者在學習中更多地通過激活先前知識來規(guī)劃其學習,通過學習判斷、識別適當信息以監(jiān)控其學習過程,更多地采用知識闡述這一策略以促進學習,同時對學習時間有較好的掌控；學習者自我報告的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習者有更好的學習表現(xiàn)。 實驗2則進一步探討在不限制學習時間的條件下,先前知識對超媒體環(huán)境中自我調(diào)節(jié)學習的影響。結(jié)果發(fā)現(xiàn)：先前知識水平較高的學習者,其自我調(diào)節(jié)學習與先前知識水平較低的學習者之間差異不顯著；學習者自我報告的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體有更好的學習表現(xiàn)；學習時間與先前知識在策略使用和遷移成績上存在交互作用。 基于這兩個實驗,本研究得出以下結(jié)論：在超媒體學習環(huán)境中,學習者的自我調(diào)節(jié)學習受其先前知識與學習時間的共同影響。先前知識經(jīng)驗影響學習者的認知負荷、掌握感以及學習效果。在學習時間受限的情況下,高先前知識個體相對低先前知識者而言,在學習過程中會更多地通過激活先前知識來規(guī)劃學習,通過學習判斷、識別適當信息來對其學習過程進行監(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,學習者報告了更高水平的自我調(diào)節(jié)學習。
[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.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842

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本文編號：2061156