提示對概念形成的影響

The Effects of Hints on Concept Formation

教學在本質上一種概念性的活動,和「思考」自密不可分。然而思考本身沒有辦法被外界直接觀察,所以心理學對思考的各層面所作的研究,其結果總具有幾分不確定的性質,這帶的也影響了這些研究結果在教學上的實用性。不過,教學上有許多問題,卻除非藉著思考的研究,否則無無澄清,所以這種研究雖然困難,卻不斷有人嚐試,本研究所擬探討的「提示」就是一個很好的例子。本研究之動機在於更進一步釐清「啟發」一辭的?昧,確定提示在啟發教學中的地位。故決從思考的觀點,模擬一啟發教學的情境,探討提示對概念形成的影響,其具體的研究目的有下列二者:1. 瞭解提示對概念形成的影響情形,並探討其原因。2. 瞭解我國小學生概念形成的類別,並尋求其在發展上的意義。本研究主採實驗研究法,另對於各學者在此方面的研究成果,亦曾作一廣泛的探討。

100 six grade children, 50 each sex, of two different intelligence level(high level and normal level)were involved in an experiment to investigate the relations among kinds of hints, time of giving hints, and the durative effect of hints.
The main findings are:
(1)There are three kinds of hints that of little use:(i)hints that are too easy;(ii)abstractive hints;and (iii)hints that have no direct relations with work.
(2)Giving hints after the work having lasted for a mount of time is better than giving hints before the work beginning, because the latter may interfere subjects' elaboration of observations.
(3)It is practice, not hints that help subjects do better on a similar work at a later time. That is to say, there was no durative effect of hints found in this experiment.