学习心理
2016-11-29 20:30:17 0 举报AI智能生成
学习心理是研究人类学习过程、学习方法以及学习效果的科学。它关注如何提高学习效率，激发学习兴趣，克服学习困难等问题。学习心理包括认知心理学、发展心理学、社会心理学等多个分支学科，涉及记忆、注意、思维、动机等众多心理过程。通过学习心理学，我们可以更好地理解自己的学习方式，找到适合自己的学习方法，从而提高学习成绩和综合素质。同时，学习心理学也为教育工作者提供了指导学生学习的理论知识和方法。
作者其他创作
大纲/内容
<b><span style="font-size:18.0pt;font-family:宋体;
mso-ascii-theme-font:major-fareast;mso-fareast-theme-font:major-fareast;
mso-hansi-theme-font:major-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">学习理论</span></b>
<p class="MsoNormal" style="text-indent:18.05pt;mso-char-indent-count:2.0"><b><span style="font-size:9.0pt;font-family:
宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin">（一）学习的联结理论</span></b><b><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:2.0"><span lang="EN-US" style="font-size:9.0pt">1</span><span style="font-size:9.0pt;
font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:
Calibri;mso-hansi-theme-font:minor-latin">、桑代克的联结学习理论</span><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:18.05pt;mso-char-indent-count:2.0"><b><span lang="EN-US" style="font-size:9.0pt">2</span></b><b><span style="font-size:9.0pt;font-family:
宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin">、行为主义学习理论</span></b><b><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-indent:18.05pt;mso-char-indent-count:2.0"><b><span style="font-size:9.0pt;font-family:
宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin">（二）学习的认知理论</span></b><b><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-indent:18.05pt;mso-char-indent-count:2.0"><b><span lang="EN-US" style="font-size:9.0pt">1</span></b><b><span style="font-size:9.0pt;font-family:
宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin">．格式塔学派的学习理论</span></b><b><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-indent:18.05pt;mso-char-indent-count:2.0"><b><span lang="EN-US" style="font-size:9.0pt">2</span></b><b><span style="font-size:9.0pt;font-family:
宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin">．托尔曼的符号学习理论</span></b><b><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-indent:18.05pt;mso-char-indent-count:2.0"><b><span lang="EN-US" style="font-size:9.0pt">3</span></b><b><span style="font-size:9.0pt;font-family:
宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin">．布鲁纳的认知—发现说</span></b><b><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:2.0"><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:
minor-latin;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin">（</span><span lang="EN-US" style="font-size:9.0pt">1</span><span style="font-size:9.0pt;
font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:
Calibri;mso-hansi-theme-font:minor-latin">）学习就是主动地形成认知结构的过程</span><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:2.0"><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:
minor-latin;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin">（</span><span lang="EN-US" style="font-size:9.0pt">2</span><span style="font-size:9.0pt;
font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:
Calibri;mso-hansi-theme-font:minor-latin">）认知学习过程包含着同时发生的三个过程</span><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:2.0"><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:
minor-latin;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin">（</span><span lang="EN-US" style="font-size:9.0pt">3</span><span style="font-size:9.0pt;
font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:
Calibri;mso-hansi-theme-font:minor-latin">）强调对各门学科基本结构的学习</span><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:2.0"><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:
minor-latin;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin">（</span><span lang="EN-US" style="font-size:9.0pt">4</span><span style="font-size:9.0pt;
font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:
Calibri;mso-hansi-theme-font:minor-latin">）提倡发现法教学</span><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:18.05pt;mso-char-indent-count:2.0"><b><span lang="EN-US" style="font-size:9.0pt">4</span></b><b><span style="font-size:9.0pt;font-family:
宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin">．奥苏贝尔的认知同化学习理论</span></b><b><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></b></p>
<!--[if supportFields]><span lang=EN-US
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ZH-CN;mso-bidi-language:AR-SA">①</span><!--[if supportFields]><span lang=EN-US
style='font-size:9.0pt;font-family:"Calibri","sans-serif";mso-ascii-theme-font:
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minor-latin;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">类属学习</span>
<span style="font-size:9.0pt;font-family:宋体;
mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-theme-font:
minor-fareast;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;mso-fareast-language:ZH-CN;mso-bidi-language:AR-SA">，一种是派生类属学习，即新知识只是认知结构中原有观念的一个特例，或者直接从原有知识中派生出来。</span>
<span style="font-size:9.0pt;font-family:宋体;
mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-theme-font:
minor-fareast;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;mso-fareast-language:ZH-CN;mso-bidi-language:AR-SA">另一种是相关类属学习，即新知识是原有知识的深入、精制、修饰或限定。</span>
<!--[if supportFields]><span lang=EN-US
style='font-size:9.0pt;font-family:"Calibri","sans-serif";mso-ascii-theme-font:
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mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">②</span><!--[if supportFields]><span lang=EN-US
style='font-size:9.0pt;font-family:"Calibri","sans-serif";mso-ascii-theme-font:
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mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA'><span style='mso-element:field-end'></span></span><![endif]--><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:
minor-latin;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">总括学习，又称上位学习，指原有知识为从属概念，新知识为上位概念。</span>
<!--[if supportFields]><span lang=EN-US
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style='mso-spacerun:yes'> </span>= 3 \* GB3 <span style='mso-element:field-separator'></span></span><![endif]--><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:
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mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">③</span><!--[if supportFields]><span lang=EN-US
style='font-size:9.0pt;font-family:"Calibri","sans-serif";mso-ascii-theme-font:
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mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA'><span style='mso-element:field-end'></span></span><![endif]--><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:
minor-latin;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">并列组合学习</span>
<p class="MsoNormal" style="text-indent:18.05pt;mso-char-indent-count:2.0"><b><span style="font-size:9.0pt;font-family:
宋体;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin">（三）学习的建构理论</span></b><b><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></b></p>
<p class="MsoNormal" align="center" style="text-align:center"><b><span style="font-size:14.0pt;font-family:黑体">学习迁移<span lang="EN-US"><o:p></o:p></span></span></b></p>
第一节 学习迁移概述
<h2 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910326"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体;mso-ascii-font-family:Arial;mso-hansi-font-family:Arial;mso-font-kerning:
0pt">一、学习迁移的一般概念</span></a><span style="font-size:12.0pt;line-height:150%;mso-hansi-font-family:"Times New Roman";
mso-font-kerning:0pt"> <span lang="EN-US"><o:p></o:p></span></span></h2>
学习迁移是指一种学习对另一种学习所产生的影响
后继学习对先前学习的影响；
先前学习对后继学习的影响；
从知识、技能到学习动机、兴趣、情感、态度、意志以及行为方式等方面存在着迁移。
二、学习迁移的作用
（1）迁移对提高解决问题的能力具有直接促进作用。
学习的最终目的是要把知识应用于各种不同的实际情境，解决现实中的各种问题。
（2）迁移是习得的经验得以概括化、系统化的有效途径，是能力与品德形成的关键环节。
迁移是习得的知识，技能与行为规范向能力与品德转化的关键环节。
（3）迁移规律对于学习者，教育工作者以及有关的培训人员具有重要的指导作用。
<h2 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910328"><span style="font-size:12.0pt;line-height:150%;font-family:<br>黑体;mso-ascii-font-family:Arial;mso-hansi-font-family:Arial;mso-font-kerning:<br>0pt">三、学习迁移的种类</span></a><span lang="EN-US" style="font-size:12.0pt;line-height:150%;mso-hansi-font-family:"Times New Roman";<br>mso-font-kerning:0pt"> <o:p></o:p></span></h2>
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910329"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体">（一）正迁移与负迁移</span></a><span lang="EN-US" style="font-size:12.0pt;line-height:
150%;font-family:黑体"><o:p></o:p></span></h3>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">正迁移也叫“助长性迁移”</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">指一种学习对另一种学习产生积极的促进作用</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">已有的知识、技能在学习新知识和解决新问题的过程中，能够很好地得到利用</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">负迁移也叫“抑制性迁移”</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">指一种学习对另一种学习产生消极的阻碍作用</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">已有的知识、技能也对学习新知识和解决新问题产生干扰作用，这便是负迁移。</span>
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910330"><span style="font-size:12.0pt;line-height:150%;font-family:<br>黑体">（二）横向迁移与纵向迁移</span></a><span style="font-size:12.0pt;line-height:150%;<br>font-family:黑体"> <span lang="EN-US"><o:p></o:p></span></span></h3>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">横向迁移也叫水平迁移，是指概括性和难度相似的两种学习之间的相互影响。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">这两种学习内容间的关系是并列的，它们的难度与概括性水平在同一个水平与层次上</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">纵向迁移也叫垂直迁移，指的是不同概括性、不同难度的两种学习间的相互影响。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">既包括较容易、较具体化的学习对难度较高、较抽象的学习的影响</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">也包括较高层次的学习原理对较低层次的、具体的学习的影响。</span>
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910331"><span style="font-size:12.0pt;line-height:150%;font-family:<br>黑体">（三） 顺向迁移与逆向迁移</span></a><span lang="EN-US" style="font-size:12.0pt;<br>line-height:150%;font-family:黑体"><o:p></o:p></span></h3>
<span style="font-size:12.0pt;font-family:黑体;
mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;mso-fareast-language:ZH-CN;mso-bidi-language:AR-SA"> </span><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">顺向迁移是指先前学习对后继学习发生的影响</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">当学习者利用了原有的知识和技能来获得新知识或解决新问题时，这种迁移就是顺向迁移。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">逆向迁移是指后继学习对先前学习的影响</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">当学习者通过后面的学习，对原有的知识进行补充、改组或修正时，这种迁移就是逆向迁移。</span>
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910332"><span style="font-size:12.0pt;line-height:150%;font-family:<br>黑体">（四）一般性迁移与特殊性迁移</span></a><span lang="EN-US" style="font-size:12.0pt;<br>line-height:150%;font-family:黑体"><o:p></o:p></span></h3>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">特殊性迁移是指某一领域的学习对另一种学习有直接的、特殊的适应性。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">一般性迁移</span><span style="font-size:12.0pt;font-family:宋体;<br>mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";<br>mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:<br>ZH-CN;mso-bidi-language:AR-SA">将原理、原则和态度具体化，运用到具体的事例中去</span>
第二节 学习迁移的理论
<h2 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910334"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体;mso-ascii-font-family:Arial;mso-hansi-font-family:Arial;mso-font-kerning:
0pt">一、传统的学习迁移理论</span></a><span lang="EN-US" style="font-size:12.0pt;line-height:150%;mso-hansi-font-family:"Times New Roman";
mso-font-kerning:0pt"><o:p></o:p></span></h2>
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910335"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体">（一）形式训练说</span></a><span lang="EN-US" style="font-size:12.0pt;line-height:
150%;font-family:黑体"><o:p></o:p></span></h3>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">最早对学习迁移现象做出系统解释的是形式训练说。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">形式训练说主张迁移要经历一个“形式训练”过程才能产生。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">形式训练说的心理学基础是官能心理学。</span>
<p class="MsoNormal" style="text-indent:24.0pt;mso-char-indent-count:2.0;<br>line-height:20.0pt;mso-line-height-rule:exactly"><span style="font-size:12.0pt;<br>font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">迁移的产生将是自动的。<span lang="EN-US"><o:p></o:p></span></span></p>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">形式训练说把训练和改进“心”的各种官能，作为教学的最重要目标。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">它认为学习的内容不甚重要，重要的是所学内容的难度和训练价值</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">它还认为，学习要收到最大的迁移效果，就应该经历一个“痛苦的”过程。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">一些受官能心理学影响的教育学家认为，学校教材的选择上不必重视其实用价值，只应重视它们对心理官能训练所具备的形式。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">某种教材具有记忆活动的形式，则不管它的内容如何，它就具备训练记忆官能的价值。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">如果某种教材具有推理活动的形式，那它就有助于训练推理的官能。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">形式训练说在欧洲和北美盛行了约<span lang="EN-US">200</span>年，至今在国内外仍有一定的影响。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">到了<span lang="EN-US">19</span>世纪末<span lang="EN-US">20</span>世纪初，形式训练说开始受到了来自心理实验研究的挑战。</span>
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910336"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体">（二） 共同要素说</span></a><span lang="EN-US" style="font-size:12.0pt;line-height:
150%;font-family:黑体"><o:p></o:p></span></h3>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">共同要素说是桑代克通过一系列的实验研究提出来的。</span>
<span style="font-size:12.0pt;font-family:宋体;<br>mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";<br>mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:<br>ZH-CN;mso-bidi-language:AR-SA">只有当学习情境与迁移情境之间具有共同要素时，一种学习才能对另一种学习产生影响，即产生学习迁移。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">相同要素说，后来被伍德沃斯修改为共同成分说</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">只有当学习情境和迁移测验情境存在共同成分时，一种学习才能影响到另一种学习，即产生迁移</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">韦斯曼在<span lang="EN-US">1944</span>年重新检验了桑代克早年的结论</span>
<span style="font-size:12.0pt;font-family:宋体;<br>mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";<br>mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:<br>ZH-CN;mso-bidi-language:AR-SA">桑代克在迁移方面的研究，指出了形式训练说的谬误，这是他的功绩。</span><span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">未能充分考虑学习者的内在训练的观点，仍然具有—定的局限性</span>
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910337"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体">（三）概括说</span></a><span lang="EN-US" style="font-size:12.0pt;line-height:150%;
font-family:黑体"> <o:p></o:p></span></h3>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">贾德强调了原理、原则的概括对迁移的作用</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">共同成分只是产生迁移的必要条件，而迁移产生的关键在于学习者能够概括出两组活动之间的共同原理，</span>
<span lang="EN-US" style="font-size:12.0pt;font-family:<br>宋体;mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";<br>mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:<br>ZH-CN;mso-bidi-language:AR-SA">1941</span><span style="font-size:12.0pt;<br>font-family:宋体;mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";<br>mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:<br>ZH-CN;mso-bidi-language:AR-SA">年赫德里克森和施罗德，<span lang="EN-US">1967</span>年奥弗林和特拉韦斯，</span><span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">进一步证实了贾德的概括化理论</span>
<p class="MsoNormal" style="text-indent:24.0pt;mso-char-indent-count:2.0;
line-height:20.0pt;mso-line-height-rule:exactly"><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">为迁移理论的发展作出了重要的贡献。但概括化经验只是影响迁移成功与否的条件之一，并不是迁移的全部。<span lang="EN-US"><o:p></o:p></span></span></p>
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910338"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体">（四）格式塔关系转换理论</span></a><span lang="EN-US" style="font-size:12.0pt;line-height:
150%;font-family:黑体"> <o:p></o:p></span></h3>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">他们强调“顿悟”是迁移的一个决定因素</span>
<p class="MsoNormal" style="text-indent:24.0pt;mso-char-indent-count:2.0;
line-height:20.0pt;mso-line-height-rule:exactly"><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">学习者突然发现两个学习经验之间存在共同关系的结果。<span lang="EN-US"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-indent:24.0pt;mso-char-indent-count:2.0;
line-height:20.0pt;mso-line-height-rule:exactly"><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">格式塔心理学家们提出了迁移的“关系说”。<span lang="EN-US"><o:p></o:p></span></span></p>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">关系转换说强调个体的作用，认为学习者必须发现两个事件之间的关系，迁移才能产生。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">研究表明，转换现象受原先学习课题的掌握程度、诱因大小和练习量的影响。</span>
<span style="font-size:12.0pt;font-family:宋体;<br>mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";<br>mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:<br>ZH-CN;mso-bidi-language:AR-SA">研究还表明，训练时的刺激与现实的刺激差别越大（白<span lang="EN-US">—</span>黑，黄<span lang="EN-US">—</span>黑），转换越不容易产生；用语言来表达刺激之间关系的能力越强则越容易发生转化，即语言对转换有调节作用</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">智力的高低也影响转换。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">关系转换理论与共同要素说、概括说等理论都各自强调了迁移的一个侧面，但它们之间并非互不相容</span>
（五）奥斯古德的三维迁移模式
奥斯古德的三维前一模式是在总结大量对偶联想式学习材料的基础上提出的。
奥斯古德的三维迁移模式描述了正负迁移的变化如何随学习课题和迁移课题之间的刺激和反应的变化而变化
奥斯古德的三维迁移模式不仅能够解释和描述对偶联想学习的迁移情况，而且还适用于解释类似的技能学习迁移
奥斯古德的三维迁移模式系统地考察了学习材料的相似性和反应的相似性两个维度的组合与迁移效应之间的关系
（六）学习定势说
哈洛的“学会如何学习”实验
注重学习方法和态度的迁移，是对以往迁移理论的重要补充
参考价值
学习情境因素方面
早期迁移研究的一个共同特点是强调前后两种学习材料的相识性是迁移产生的条件，只是不同的迁移理论涉及材料不同方面的相识性。
后期研究包括近期的研究在材料上扩展了相识性的内涵，但没有超越相识性这一原则
学习主体因素方面
迁移时自动发生的
新方向，即以认知的观点来研究学习迁移的现象
二、现代学习迁移理论
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910342"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体;mso-font-kerning:0pt">（一）认知结构迁移理论</span></a><span lang="EN-US" style="font-size:12.0pt;line-height:150%;font-family:黑体;mso-font-kerning:0pt"><o:p></o:p></span></h3>
<p class="MsoNormal" style="text-indent:24.0pt;mso-char-indent-count:2.0;
line-height:20.0pt;mso-line-height-rule:exactly"><span lang="EN-US" style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:
minor-fareast">1</span><span style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast">、迁移的产生<span lang="EN-US"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:1.5;
line-height:20.0pt;mso-line-height-rule:exactly"><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">（<span lang="EN-US">1</span>）认知结构与认知迁移过程<span lang="EN-US"><o:p></o:p></span></span></p>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">认知结构迁移理论认为</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">广义地说，它是学生已有观念的全部内容及其组织</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">狭义地说，它是学生在某一学科特殊知识领域内观念的全部内容及其织织。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">个人认知结构在内容和组织方面的特征，称为认知结构变量，主要包括可利用性、可辨别性和稳定性</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">所谓认知结构的可利用性，即指面对新知识的学习时，学习者原有认知结构中是否具有用来同化新知识的适当观念。</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">原有知识巩固程度越高，就越有助于迁移</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">如果他的认知结构是不稳定的、含糊不清的、无组织的或组织混乱的，就会抑制新材料的学习和保持或导致负迁移</span>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:1.5;
line-height:20.0pt;mso-line-height-rule:exactly"><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">（<span lang="EN-US">2</span>）有意义学习与迁移的关系<span lang="EN-US"> <o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-indent:24.0pt;mso-char-indent-count:2.0;<br>line-height:20.0pt;mso-line-height-rule:exactly"><span style="font-size:12.0pt;<br>font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">一切有意义学习必然包括学习迁移，而原有的学习对新知识学习的影响是通过学习者原有认知结构的作用实现的。<span lang="EN-US"><o:p></o:p></span></span></p>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">所谓派生类属学习能力，而是指提高了相关类属学习、总括学习和并列学习的能力</span>
<p class="MsoNormal" style="text-indent: 24pt; mso-char-indent-count: 2.0; mso-line-height-rule: exactly;"><span lang="EN-US" style="font-family: 宋体; font-size: 12pt; mso-fareast-font-family: 宋体;">2</span><span style="font-family: 宋体; font-size: 12pt; mso-fareast-theme-font: minor-fareast;">、迁移的促进<span lang="EN-US"><o:p></o:p></span></span></p>
<span style='font-family: 宋体; font-size: 12pt; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: "Times New Roman"; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi;'><font color="#000000">先行组织者</font></span>
<span style='font-family: 宋体; font-size: 12pt; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: "Times New Roman"; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi;'><font color="#000000">陈述性“组织者”</font></span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">一类是陈述性“组织者”，它与新的学习产生一种上位关系，目的在于为新的学习提供最适当的类属者</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">研究表明，“组织者”的效果对言语和分析能力较低的学习者更为明显</span>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:1.5;
line-height:20.0pt;mso-line-height-rule:exactly"><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">设计陈述性“组织者”，为新的学习提供上位的固定点，促进学习和保持。<span lang="EN-US"><o:p></o:p></span></span></p>
<span style='font-family: 宋体; font-size: 12pt; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: "Times New Roman"; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi;'><font color="#000000">比较性“组织者”</font></span>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:1.5;
line-height:20.0pt;mso-line-height-rule:exactly"><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">设计比较性“组织者”，提高新旧知识的可辨别性，促进学习和保持。<span lang="EN-US"><o:p></o:p></span></span></p>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">研究者认为，前一个比较性“组织者”对佛教知识的学习与保持起显著促进作用</span>
<p class="MsoNormal" style="text-indent:24.0pt;mso-char-indent-count:2.0;
line-height:20.0pt;mso-line-height-rule:exactly"><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">用于比较熟悉的学习材料中，目的在于比较新材料与认知结构中相类似的材料，从而增强新旧知识之间的可辨别性。<span lang="EN-US"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:1.5;
line-height:20.0pt;mso-line-height-rule:exactly"><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">（<span lang="EN-US">3</span>）增强原有知识的巩固程度，促进新的学习和保持。<span lang="EN-US"><o:p></o:p></span></span></p>
（二）产生式迁移理论
1.迁移的产生
a产生式迁移理论是根据安德森的思维适应性控制理论
①首先，规则以陈述性知识的形式进入学习者的命题网络，然后经过变式练习转化为以产生式表征的程序性知识。
②当两项任务之间共同的产生或产生式的重叠时，迁移就会发生
产生式的相似是迁移产生的条件。
b产生式的形成首先必须使规则以陈述性知识的形式编入学习者原有的命题知识网络，并经过一系列联系才能转化而成。
c产生式迁移理论事实上是桑代克相同要素的现代解释。
d安德森等人对于迁移问题得出了如下结论
i 迁移的大小与正负，主要依赖与两任务的共有成分，而这种共有成分量是以产生式系统来考察。
ii 表征和联系程度是迁移产生的主要决定因素
iii 迁移量也依赖与学习或迁移时注意的指向所在
2.迁移的类别
（1）程序性知识-程序性知识迁移：它指训练阶段所获得的产生式能直接用于完成迁移任务时的迁移。
（2）陈述性知识-程序性知识迁移：它指训练阶段所获得的陈述性知识结构有利于迁移阶段产生式的获取。
（3）陈述性知识-陈述性知识迁移：它指已有的陈述性知识结构促进或阻碍了新的陈述性知识的获取
（4）程序性知识-陈述性知识迁移：它指获取认知技能促进了陈述性知识的获取
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910344"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体">（三）建构主义迁移理论</span></a><span lang="EN-US" style="font-size:12.0pt;line-height:
150%;font-family:黑体"><o:p></o:p></span></h3>
<span lang="EN-US" style="font-size:12.0pt;font-family:<br>宋体;mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";<br>mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:<br>ZH-CN;mso-bidi-language:AR-SA">20</span><span style="font-size:12.0pt;<br>font-family:宋体;mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";<br>mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:<br>ZH-CN;mso-bidi-language:AR-SA">世纪<span lang="EN-US">90</span>年代前，</span><span style="font-size:12.0pt;font-family:宋体;<br>mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";<br>mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:<br>ZH-CN;mso-bidi-language:AR-SA">以皮亚杰、布鲁纳、奥苏贝尔等为代表的理论</span><span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">占据着重要位置</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">建构主义对学习的过程、知识的表征以及应用等进行了重新理解。</span>
建构主义共同特征
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">一是十分重视学习者在学习过程中的主观能动性；</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">二是特别强调情境的作用</span>
<span style="font-size:12.0pt;font-family:宋体;
mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">学习迁移的关键特征</span>
<span lang="EN-US" style="font-size:12.0pt;font-family:
宋体;mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">1</span><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">、先前的经验对迁移而言是必要的，并要达到相当的熟悉程度（是理解性的学习程度，而非仅靠记忆事实）。</span>
<span lang="EN-US" style="font-size:12.0pt;font-family:
宋体;mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">2</span><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">、过度情境化的知识并不利于迁移，学习者对不同情境中共同的深层抽象表征有助于促进迁移。</span>
<span lang="EN-US" style="font-size:12.0pt;font-family:
宋体;mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">3</span><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-theme-font:minor-fareast;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
ZH-CN;mso-bidi-language:AR-SA">．迁移是个主动的、动态的过程，而不是某一类学习经验的被动产物。</span>
第三节 学习迁移的影响因素及其促进
<h2 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910346"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体;mso-ascii-font-family:Arial;mso-hansi-font-family:Arial;mso-font-kerning:
0pt">一、学习迁移的影响因素</span></a><span lang="EN-US" style="font-size:12.0pt;line-height:150%;mso-hansi-font-family:"Times New Roman";
mso-font-kerning:0pt"><o:p></o:p></span></h2>
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910347"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体">（一）影响学习迁移的客体因素</span></a><span lang="EN-US" style="font-size:12.0pt;
line-height:150%;font-family:黑体"><o:p></o:p></span></h3>
<p class="MsoNormal" style="text-indent:24.0pt;mso-char-indent-count:2.0;
line-height:20.0pt;mso-line-height-rule:exactly"><span lang="EN-US" style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:
minor-fareast">1</span><span style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast">、学习对象的共同因素<span lang="EN-US"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-indent:24.0pt;mso-char-indent-count:2.0;
line-height:20.0pt;mso-line-height-rule:exactly"><span lang="EN-US" style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:
minor-fareast">2</span><span style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast">、学习情境的相似性<span lang="EN-US"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-indent: 24pt; line-height: 20pt; background-image: initial; background-attachment: initial; background-size: initial; background-origin: initial; background-clip: initial; background-position: initial; background-repeat: initial;"><span lang="EN-US" style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:宋体;
mso-fareast-theme-font:minor-fareast">3</span><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">、教师的有效指导<span lang="EN-US"><o:p></o:p></span></span></p>
<h3 style="margin:0cm;margin-bottom:.0001pt;line-height:150%"><a name="_Toc383910348"><span style="font-size:12.0pt;line-height:150%;font-family:
黑体">（二）影响学习迁移的主体因素</span></a><span lang="EN-US" style="font-size:12.0pt;
line-height:150%;font-family:黑体"><o:p></o:p></span></h3>
<p class="MsoNormal" style="text-indent: 24pt; line-height: 20pt; background-image: initial; background-attachment: initial; background-size: initial; background-origin: initial; background-clip: initial; background-position: initial; background-repeat: initial;"><span lang="EN-US" style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:宋体;
mso-fareast-theme-font:minor-fareast">1</span><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">、学习者的分析与概括能力<span lang="EN-US"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-indent: 24pt; line-height: 20pt; background-image: initial; background-attachment: initial; background-size: initial; background-origin: initial; background-clip: initial; background-position: initial; background-repeat: initial;"><span lang="EN-US" style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:宋体;
mso-fareast-theme-font:minor-fareast">2</span><span style="font-size:12.0pt;
font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:minor-fareast">、学习者的迁移心向<span lang="EN-US"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-indent:24.0pt;mso-char-indent-count:2.0;
line-height:20.0pt;mso-line-height-rule:exactly"><span lang="EN-US" style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:
minor-fareast">3</span><span style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast">、学习者的认知结构<span lang="EN-US"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-indent:24.0pt;mso-char-indent-count:2.0;
line-height:20.0pt;mso-line-height-rule:exactly"><span lang="EN-US" style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:宋体;mso-fareast-theme-font:
minor-fareast">4</span><span style="font-size:12.0pt;font-family:宋体;mso-fareast-font-family:
宋体;mso-fareast-theme-font:minor-fareast">、学习活动的特点<span lang="EN-US"><o:p></o:p></span></span></p>
二、如何促进学习的正迁移
1.合理安排课程与组织教材
2.提高概括水平，强调理解
3.课内和课外练习相配合，创设与应用情境相似的学习环境，提供应用机会
4.提供学习方法的指导
5.培养良好的心理准备状态，克服思维定势
<b><span style="font-size:18.0pt;font-family:宋体;
mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-theme-font:
minor-fareast;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;mso-fareast-language:ZH-CN;mso-bidi-language:AR-SA">学习策略</span></b>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:2.0"><a name="_Toc381999101"><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:
Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:宋体;mso-fareast-theme-font:
minor-fareast;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin">一、学习策略概述</span></a><span lang="EN-US" style="font-size:
9.0pt"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:
Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:宋体;mso-fareast-theme-font:
minor-fareast;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin">二、基本学习策略</span><span lang="EN-US" style="font-size:9.0pt"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:2.0"><a name="_Toc381999104"><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:
Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:宋体;mso-fareast-theme-font:
minor-fareast;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin">（一）复述策略</span></a><span lang="EN-US" style="font-size:
9.0pt"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:2.0"><a name="_Toc381999105"><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:
Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:宋体;mso-fareast-theme-font:
minor-fareast;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin">（二）组织策略</span></a><span lang="EN-US" style="font-size:
9.0pt"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:18.0pt;mso-char-indent-count:2.0"><a name="_Toc381999106"><span style="font-size:9.0pt;font-family:宋体;mso-ascii-font-family:
Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:宋体;mso-fareast-theme-font:
minor-fareast;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin">（三）精细策略</span></a><span lang="EN-US" style="font-size:
9.0pt"><o:p></o:p></span></p>
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