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选择74名被试者,采用4×2完全随机实验设计,对加工深度、言语指导两个因素对化学实验程序性知识学习的影响进行了研究。结果表明,加工深度和言语指导能明显影响学生化学实验程序性知识陈述性形式的学习。而程序性知识陈述性形式掌握状况对学生在真实情景下的化学实验操作会产生直接的影响。
A total of 74 subjects were selected to study the influence of processing depth and verbal guidance on the learning process of chemical experiments using a 4 × 2 randomized experimental design. The results show that the depth of processing and verbal guidance can significantly affect the learning of declarative forms of students’ procedural knowledge of chemistry. However, the mastery of procedural knowledge in the form of declarative forms has a direct impact on the students’ chemistry experiments in real situations.