图式知识在促进问题加工中的作用

Effects of Problem Schema Knowledge on Problem Processing

通过一个2 × 2 × 2的因素实验，对96名初一学生在数学问题加工中受图式知识的影响进行了研究。结果表明，正确的图式知识有助于对问题的深层次加工，但是图式知识只能导致有限的迁移。在实验中，图式知识的习得与扩展，至少要受三方面的影响：第一，变式的复杂程度；第二，是否采用图解的教学手段；第三，个体的认知负荷。

The author made a research into the effects of problem schema knowledge on the processing of math problems of 96 junior one students through a 2�2�2 factor experiment. The results indicated that proper problem schema knowledge is conductive to the processing of problems at deep level， but it can only lead to limited knowledge transfer. According to the experiment， there were at least three factors influencing schema knowledge acquisition and its extension， namely， the complex degree of the problem schema， the use of schematic drawings as a means of instruction and the cognitive load of the subjects.