摘要
以高中二年级学生为被试 ,探讨文理分科、不同认知方式的学生对不同体裁文章及对文章不同信息加工层次的学习效果的影响。结果表明 ,(1)文理分科、学生认知方式对学生阅读成绩的影响不显著 ;(2 )从总体上看 ,学生对不同体裁的文章学习效果不同 ,对说明文的学习明显优于对散文的学习 ;在文章不同信息的加工层次上 ,学生对细节的记忆优于对结构的把握 ;(3)对于不同体裁的文章 ,学生在信息加工层次上存在差异 ,对散文的细节记忆好于对结构的把握 。
The participants were the second grade students of senior middle school majoring in arts or sciences with two cognitive styles. Their characteristic in the different style texts and in different information processing levels of text were probed into the experiment. The results showed: (1) the effects were not significant of the classification of art and science classes and students' cognitive styles on their achievements in text reading and comprehension. (2) From overall, the participants achieved significantly better in the expository text than in the prose text. And in the different information processing levels, the participants scored higher in the text details than in the text structures. (3) there was significant difference in the information processing of the different style text. In reading the prose, the students achieved better results in the details than in the structures, while in reading the expository, the students achieved better results in the structures than in the details.
出处
《心理学探新》
CSSCI
2003年第1期21-25,共5页
Psychological Exploration
关键词
高中生
文理科
认知方式
阅读
senior middle school students
arts and sciences
cognitive styles
reading
