摘要
在课堂教学中，学生获得有效知识量的多少与课堂学习效率问题有关．我国的高中生对于内在认知负荷低的学习材料的学习，原有知识水平低且工作记忆广度小的被试和原有知识水平高且工作记忆广度大的被试的得分没有显著性差异；对于内在认知负荷高的学习材料的学习，两组被试的得分存在非常显著的差异；教学方法和组别在低负荷材料学习上的得分的交互作用处于边缘水平，而在高负荷材料学习上的得分的交互作用非常显著．
Studying efficiency with the classroom and the amount of student acquisition of knowledge are relevant in classroom teaching. The results of the research on individual differences of classroom-learning efficiency showed that： （1） For the low intrinsic cognitive load materials, test scores of subjects who had low CPFS and working memory span were not significantly different from that of other subjects who had high CPFS and working span; （2） For high cognitive load materials, there was significant difference between two instruction models and between the two different groups of subjects; （3） For low intrinsic cognitive load materials, interaction in instruction models and subject groups was marginally significantly. For high cognitive load materials, interaction in models and groups was very significant.
出处
《数学教育学报》
北大核心
2009年第2期46-48,58,共4页
Journal of Mathematics Education
基金
北京市教育科学“十一五”规划课题——高中数学学优生与学困生课堂学习效率差异研究(CBB08083)
