学生对有效的数学学习策略的看法
Marissa K Hartwig1, Doug Rohrer2
1Department of Psychology, University of Maryland, College Park, MD 20742, USA.
Behavioral sciences (Basel, Switzerland)
|August 28, 2025
概括
学生往往低估了间隔练习和交叉练习在数学中的有效性. 这些学习策略的负面看法可能会阻碍它们的采用,尽管有证实的好处.
科学领域:
- 认知心理学
- 教育心理学
- 数学教育
背景情况:
- 间隔练习和交叉练习已被证明是有效的数学学习策略.
- 学生可能会因为感知不到效果或难度而避开这些策略.
研究的目的:
- 调查七年级学生对间隔和交叉练习的看法.
- 找出可能阻碍学生使用有效学习策略的特定信念.
主要方法:
- 研究1:对174名七年级学生进行了间隔和交叉练习的有效性和可爱性调查.
- 研究2:对233名七年级学生进行了调查,以进一步探讨他们对交叉实践的看法.
主要成果:
- 学生们认为间隔练习是可喜的,
- 大多数学生认为交叉练习是不愉快和无效的.
- 相互间的实践被认为不那么有效,不那么可取,更耗时,而且比阻断实践更难.
结论:
- 学生的看法可能会阻碍他们采用有效的学习策略,
- 解决学生的负面看法对于促进基于证据的数学学习技术的使用至关重要.
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