ELICITING SELF-EXPLANATIONS IMPROVES UNDERSTANDING
ELICITING SELF-EXPLANATIONS IMPROVES UNDERSTANDING
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DOI：
10.1016/0364-0213(94)90016-7
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发表时间：
1994-07-01
影响因子：
2.5
通讯作者：
LAVANCHER, C
中科院分区：
文献类型：
--
作者：
CHI, MTH;DELEEUW, N;LAVANCHER, C
学习包括将新信息整合到现有知识中。 自我解释（self-explaining）有助于整合过程。 以前，自我解释已被证明可以提高学习解决问题的技能时，制定的例子。 本研究扩展了这一发现，表明自我解释也可以促进时，它是明确的促进，在学习陈述性知识的背景下，从一个简要的文本。 在没有任何广泛培训的情况下，14名八年级的学生只需要在阅读关于人体循环系统的每一行之后自我解释。 对照组的10名学生将同一篇课文读两遍，但没有提示自我解释。 所有的学生在阅读课文前后都接受了循环系统知识的测试。 提示组从前测到后测有更大的增益。 此外，促使学生产生了大量的自我解释（高解释者）学习更大的理解比低解释者。 通过回答非常复杂的问题并在仅隐含说明的情况下归纳组件的功能来评估理解。 通过对自我解释协议的心理模型分析，进一步捕获了理解。 高水平的解释者都获得了正确的循环系统心理模型，而许多自发的学生和低水平的解释者都没有。 自我解释的三个加工特征被认为是获得更深理解的原因。
Learning involves the integration of new information into existing knowledge. Generating explanations to oneself (self-explaining) facilitates that integration process. Previously, self-explanation has been shown to improve the acquisition of problem-solving skills when studying worked-out examples. This study extends that finding, showing that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text. Without any extensive training, 14 eight-grade students were merely asked to self-explain after reading each line of a passage on the human circulatory system. Ten students in the control group read the same text twice, but were not prompted to self-explain. All of the students were tested for their circulatory system knowledge before and after reading the text. The prompted group had a greater gain from the pretest to the posttest. Moreover, prompted students who generated a large number of self-explanations (the high explainers) learned with greater understanding than low explainers. Understanding was assessed by answering very complex questions and inducing the function of a component when it was only implicitly stated. Understanding was further captured by a mental model analysis of the self-explanation protocols. High explainers all achieved the correct mental model of the circulatory system, whereas many of the unprompted students as well as the low explainers did not. Three processing characteristics of self-explaining are considered as reasons for the gains in deeper understanding.