On qualitative differences in learning
On qualitative differences in learning
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论学习的质的差异
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
R. Säljö
中科院分区：
文献类型：
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作者：
F. Marton;R. Säljö
本文介绍了一种尝试，以确定不同层次的信息处理组的瑞典大学生谁被要求阅读大量的散文段落。学生们被问到关于文章的意义以及他们如何开始阅读文章的问题。这种方法允许检查学习的过程和策略，以及根据理解和记忆的结果。这项研究的出发点是，学习必须根据其内容来描述。从这一点上的差异是学到了什么，而不是多少是学到的差异，被描述。结果发现，在每项研究中，可以确定一些类别（结果的水平）包含基本上不同的概念的内容的学习任务。在处理水平的相应差异被描述在学习者是否从事表面水平或深层次的处理。
This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembered. The starting point of this research was that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surfuce-level or deeplevel processing.