算术应用题二重变异样例学习的迁移效果

Transfer Effects of Learning through Two Varied Worked Examples on Word-problem Solving

设计并运用了三种表面特征变异的二重样例和三种结构特征变异的二重样例，对二年级小学生解决算术应用题的迁移效果进行了实验研究。结果表明：一个原样例的学习就能明显促进了二年级小学生解决与原样例表面特征不同而结构特征相同的近迁移问题；学习三种表面特征变异的二重样例后没有产生明显的远迁移效果；而学习了三种结构特征变异的二重样例后产生了不同程度的远迁移效果，其中，规则平行组合二重样例学习的远迁移效果最好，其次是规则变异二重样例学习的远迁移效果，规则镶嵌组合变异二重样例学习的远迁移效果最差。

There is disagreement with regard to the transfer effects of learning through varied worked examples. Ross (1989) found that multiple examples should be made very similar to each other; even a small difference in the surface feature could make the learner pay more attention to solving the problem. Gentner (2003) discovered that comparing examples with the same structure could prompt the learners’ transition to problem solving. Holyoak (1987) pointed out that deeper structural differences had an