A PSYCHOLOGICAL RESEARCH ON THE FORMATION PRINCIPLE OF TEACHING MATERIALS FOR PROMOTING SOCIAL RECOGNITION

通常，教给学生的陈述可以用命题的形式来描述“如果是p，那么就意味着q”。通过体现先行词“p”获得的实例称为“替换实例”。通过包含后置的“q”，可以得到另一种类型的示例。我们将这样的例子概念化为“象征性实例”。七个实验调查了象征性实例对社会科学，特别是历史学习的影响。前两个实验的结果表明：(1)符号实例引起了学习者的兴趣，(2)学习者可以接受新的符号实例为可能的，(3)符号实例可以促进学习者对语句的理解。在第三和第四实验中，我们考察了符号实例对意见接受的影响。因此，我们可以验证象征性实例在促进意见接受方面是有效的。在最后的三个实验中，我们考察了五个符号实例在促进语句学习中的作用条件。我们准备了三个不同的文本，涉及三个不同的象征性实例，涉及一个历史陈述。在学习过程中，每篇课文被呈现给三个小组中的一个。会议结束后，我们向他们展示了问题，经过证实，许多学生由于误解而给出了错误的答案。它可以通过参考学习过程中的符号实例来正确求解。我们还询问了参与者在解决问题时是否提到了象征性的例子，如果没有，为什么没有。结果表明，易于融入学习者认知结构且不允许进行其他解释的符号实例是有效的。我们还尝试同时向学习者呈现两个符号实例，以防止符号实例被忽略或被不同地解释。这种治疗方法对纠正学习者的误解非常有效。少

Statements taught to students can, in general, be described in proposition form "if it is p, then implies q." Examples obtained by embodying the antecedent "p" are called "substitution instances." It is possible to obtain another type of example by embodying the consequent "q." We conceptualized such examples as "symbolic instances." Seven experiments investigated effects of symbolic instances on the learning of social sciences, especially history. The results of the first two experiments revealed the following : (1) symbolic instances aroused learners' interest, (2) learners could accept new symbolic instances as probable, and (3) symbolic instances could promote learners' understanding of statements. In the third and the forth experiments, the effects of symbolic instances on opinion acceptance were examined. As the result, we could verify that symbolic instances were effective in promoting acceptance of opinions. In the last three experiments we investigated the conditions of effect … More ive symbolic instances in promoting learning of a statement. We prepared three different texts that involved three different symbolic instances concerning a historical statement. Each text was presented to one of three groups in the learning session. After the session, we presented them the problem, which had been confirmed that many of students gave an incorrect answer due to their misconception. It could be solved correctly by referring to the symbolic instance in the learning session. We also asked the participants whether they referred the symbolic instance in the problem solving, and if not, why they didn't. The results suggested that the symbolic instances which could be incorporated into learners' cognitive structure easily and did not allow another interpretation were effective. We also tried to present learners two symbolic instances simultaneously in order to prevent the symbolic instances to be ignored or interpreted differently. This treatment was very effective in correcting learners' misconception. Less