使用教学反教学问题的解释:一个复制和扩展
Ashley R Gibbs1,2, Christopher A Tullis1, Jocelyn Priester2
1Department of Learning Sciences, Georgia State University, PO Box 3979, Atlanta, GA 30302 USA.
The Analysis of verbal behavior
|March 24, 2025
概括
教学反 (IF) 有效地教导新技能,学习者保持最多两个月的信息. 这种教学策略也显示了对一些参与者的现实环境的概括性.
科学领域:
- 行为分析 行为分析
- 教育心理学教育心理学
- 学习科学 学习科学
背景情况:
- 教学反 (IF) 是一种教学策略,涉及到在学习者回应后提出的次要目标.
- 与传统的教学不同,IF不需要学习者对二次信息做出反应.
- 图利斯等人之前的研究. (2017) 确定了IF在技能获取中的有效性.
研究的目的:
- 复制和扩展图利斯等人的发现. (2017) 关于教导性的反.
- 调查通过IF获得的技能随着时间的推移而保持的情况.
- 检查从培训到自然环境中学习技能的概括性.
主要方法:
- 复制了图利斯等人使用的程序. (2017) 涉及主要和次要目标.
- 包括维护探头在培训后的两个月内.
- 对未经训练的,自然主义的环境进行概括的评估.
主要成果:
- 所有参与者都成功地获得并保持了主要和次要目标,长达两个月.
- 技能维护是强大的,表明学习信息的长期保留.
- 两个参与者展示了学习技能对自然环境的概括.
结论:
- 教学反是一种有效的教学策略,用于技能获取和长期保留.
- 国际投资基金展示了促进将一般化推广到现实世界的设置的潜力.
- 进一步的研究是有必要的,以探索影响IF泛化的因素.
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