Teaching Statistics in Terms of the Knower
Teaching Statistics in Terms of the Knower
复制标题
从认识者的角度教授统计学
DOI：
10.1207/s15328023top1001_4
复制
发表时间：
1983
影响因子：
0.9
通讯作者：
M. Dillbeck
中科院分区：
文献类型：
--
作者：
M. Dillbeck
在心理学专业的学生中，统计学导论是一门通常不如其他课程吸引人的课程。因此，向本科生教授它的主要挑战之一是使材料既有趣又与学生的个人经历相关。这一点在该专业的其他课程中尤其如此，在这些课程中，内容的自我指涉性质至少确保了一定程度的相关性。在过去的三年里，我教过统计学入门课程，不仅包括心理学专业的学生，也包括教育学和生物学专业的学生。这些课程的成功和学生的反馈使我相信，课程结构的一些关键特征和材料的呈现方式是使课程有效和愉快的主要原因。这些特点都使材料与学生的直接经验相联系。这种方法从教育理论（例如，Dewey，1938）和心理学研究（例如，Craik & Lockhart，1972）;以这种方式变得有意义的材料更容易被吸收和保留。特别是，统计材料在概念上与个人经验有关的方面是获得知识的方式。这将在文章的后面详细阐述;这种方法的理由可以在学科的性质以及教学方面。统计推断直接涉及到具体的原则，通过这些原则获得科学知识;通过将统计学的内容与自己获得知识的经验联系起来，人们可以更清楚地看到这门学科的核心。本文首先介绍了这种方法的特点，课堂活动，然后审查的方式，统计原则已在概念上与学生的经验，获得知识。
Among psychology students, introductory statistics is a course which often is less appealing than other courses. As a result, one of the major challenges in teaching it to undergraduates is making the material both interesting and relevant to the student's personal experience. This is particularly true in relation to other courses in the major, where the self-referential nature of the content insures at least some degree of relevance. During the past three years, I have taught introductory statistics courses to classes which included not only psychology majors but also education and biology students. The success of these courses and feedback from students' has convinced me that a few key features of the course structure and manner of presentation of the material are primarily responsible for making the courses effective and enjoyable. These features all relate the material to the direct experience of the students. This approach has a strong justification both from educational theory (e.g., Dewey, 1938) and from psychological research (e.g., Craik & Lockhart, 1972); material made meaningful in this way is more likely to be assimilated and retained. In particular, the aspect of individual experience to which the statistical material is conceptually related is the manner in which knowledge is gained. This will be elaborated later in the article; the justification of this approach can be made in terms of the nature of the discipline as well as pedagogically. Statistical inference is directly concerned with specifying principles by which scientific knowledge is gained; by relating the content of statistics to one's own experience of gaining knowledge, one sees more clearly the core of the discipline. This paper first describes the classroom activities which have been features of this approach; it then reviews the manner in which statistical principles have been conceptually related to the students' experience of gaining knowledge.
经验与我
DOI：
--
发表时间：
2004
期刊：
Koza Seimei Vol.7
影响因子：
--
作者：
TANI;Toru
通讯作者：
Toru