学科领域知识的研究与教学-当代领域知识研究及其教学迁移

蔡笑岳; 何伯锋

学科领域知识的研究与教学-当代领域知识研究及其教学迁移

广州大学教育学院心理学系，广州大学青少年发展与教育研究所，广东，广州，510006

基金项目:

国家社会科学基金"十一五"规划教育学课题 BBA080049

详细信息

作者简介:
蔡笑岳（1953-），男，重庆人，教授，博士生导师，主要研究认知学习与智力发展

李长虹，蔡笑岳，何伯锋. 《学科领域知识与数学学习的知识表征研究》.心理发展与教育. 2010第3期，282-289.
Sternberg R J. Intelligence as Developing ExpertiseJ. Contemporary Educational Psychology. 1999, 24(1999): 359-375
Alexander P A, Murphy P K, Woods B S, et al. College Instruction and Concomitant Changes in Students' Knowledge, Interest, and Strategy Use: A Study of Domain Learning. Contemporary Educational Psychology. 1997, 22(2): 125-146.
钟建军，陈中永. 《智力开发的基本理念与实践》.心理科学进展. 2006第2期，235-240.
Chen S Y, Fan J, Macredie R D. navigation in hypermedia learning systems: experts vs. novices. computers in human behavior. 2006, 22: 251-266.
Alexander P A, Kulikowich J M, Jetton T L. Interrelationship of Knowledge, Interest, and Recall: Assessing a Model of Domain Learning. Journal of Educational Psychology. 1995, 87(4): 559-575.
Lawless K A, Kulikowich J M. Domain knowledge and individual interest: The effects of academic level and specialization in statistics and psychology. Contemporary Educational Psychology. 2006, 31(1): 30-43.
Moos D C, Azevedo R. Monitoring, planning, and self-efficacy during learning with hypermedia:the impact of conceptual scaffolds. 2008, 24: 1686-1706.
Gijlers H, De Jong T. The relation between prior knowledge and students' collaborative discovery learning processes. Journal of research in science teaching. 2005, 42: 264-282.
E H C, Anandi N, Day R S. Effects of high and low prior knowledge on construction of a joint problem space. Journal of Experimental Education. 2000, 69(1): 36-56.
Lawless K A, Kulikowich J M. Domain knowledge and individual interest: The effects of academic level and specialization in statistics and psychology. Contemporary Educational Psychology. 2006, 31(1): 30-43.
Alexander P A, Schallert D L, Hare V C. Coming to terms: How researchers in learning and literacy talk about knowledge. review of educational research. 1991, 61(3): 315-343.
Lazonder A W, Wilhelm P, Hagemans M G. The influence of domain knowledge on strategy use during simulation-based inquiry learning. Learning and Instruction. 2008, 18(6): 580-592.
皮连生. 《论智力的知识观》.华东师范大学学报（教育科学版）. 1997第3期，52-58.
Alexander P A. The development of expertise: The journey from acclimation to proficiency. Educational Researcher. 2003, 32(8): 10-14.
Alexander P A, Murphy P K, Woods B S, et al. College Instruction and Concomitant Changes in Students' Knowledge, Interest, and Strategy Use: A Study of Domain Learning. Contemporary Educational Psychology. 1997, 22(2): 125-146.
Alexander P A, Schallert D L, Hare V C. Coming to terms: How researchers in learning and literacy talk about knowledge. review of educational research. 1991, 61(3): 315-343.
Alexander P A. The development of expertise: The journey from acclimation to proficiency. Educational Researcher. 2003, 32(8): 10-14.
Hondt M D, Hondt T D.. Is domain knowledge an aspect?. In Ana, M., Moreira, D& Demeyer, S. (Eds.), Lecture notes in Computer science(1999): Vol. 1743: Proceedings of the Workshop on Object-oriented Technology(pp. 293-294). Berlin, Germany: Springer-Verlag.
Ackerman P L, Beier M E, Boyle M O. Individual Differences in Working Memory Within a Nomological Network of Cognitive and Perceptual Speed Abilities. Journal of Experimental Psychology. 2002, 131(4): 567-589.
Molinari G, Tapiero I. Integration of new domain-related states and events from texts and illustrations by subjects with high and low prior knowledge. Learning and Instruction. 2007, 17: 304-321.
Alexander P A. Profiling the developing reader: The interplay of knowledge, interest, and strategic processing.In C. M. Fairbanks, J. Worthy, B. Maloch, J.V. Hoffman, D.L. Schallert(Eds.), The fifty-fist yearbook of the national reding conference(pp.47-65). Oak Creek. WI: National Reading Conference. 2003.
Moos D C, Azevedo R. Monitoring, planning, and self-efficacy during learning with hypermedia:the impact of conceptual scaffolds. 2008, 24: 1686-1706.
Alexander P A, Murphy P K. Profiling the Differences in Students' Knowledge, Interest, and Strateic Processing. Journal of Educational Psychology. 1998, 90(3): 435-447.
Lawless K A, Kulikowich J M. Domain knowledge and individual interest: The effects of academic level and specialization in statistics and psychology. Contemporary Educational Psychology. 2006, 31(1): 30-43.
Hambrick D Z, Oswald F L. Does domain knowledge moderate involvement of working memory capacity in higher-level cognition? A test of three modelsJ. Journal of Memory and Language. 2005, 52(3): 377-397.
Hutchinson N L. effects of cognitive strategy insturuction on algebra problems solving of adolesecents with learning disabilitiesJ. Learning Disability Quarterly. 1993, 16: 34-63.
蔡笑岳，苏静. 《工作记忆与领域知识在个体认知行为中的作用》.心理与行为研究，2008第4期，306-310.
Alexander P A, Judy J E. The interaction of domain-specific and strategic knowledge in academic performance. Review of Educational Research. 1988, 58(4): 375-404.
Alexander P A. The development of expertise: The journey from acclimation to proficiency. Educational Researcher. 2003, 32(8): 10-14.
Hambrick D Z, Engle R W. Effects of Domain Knowledge, Working Memory Capacity, and Age on Cognitive Performance: An Investigation of the Knowledge-Is-Power Hypothesis. Cognitive Psychology. 2002, 44(4): 339-387.
Shapiro A M. How Including Prior Knowledge As a Subject Variable May Change Outcomes of Learning Research. American Educational Research journal. 2004, 41(1): 159-189.
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出版历程
- 刊出日期: 2010-06-30

The Teaching and Research of Disciplinary Domain Knowledge —The Teaching Transfer and Research of Contemporary Domain Knowledge

Department of Psychology in Guangzhou University, Institute of Adolescent Development and Education in Guangzhou University, Guangzhou Guangdong 510006

摘要

摘要: 领域知识是当前认知学习研究的一个新领域。研究表明，领域知识在个体认知中能增强工作记忆能力，提高信息预测能力，帮助形成认知技能和增强元认知监控等。领域知识研究具有向学生学习和学科教学迁移的价值与意义，并由此构造学科领域知识研究的理念。学科领域知识研究是领域知识研究的学科教学化，是领域知识的学科教学和学生学习的知识范畴，体现如下：在学科内容组构方面，可以对学科单元知识改组形成由学理内容、认知过程和问题条件三类知识组成，具有完整性、交互性和动态性特点的学科领域知识组块；在学科教学方面，通过组构式和补充式两种教学策略改进学科内容，提高学科教学的有效性；在学科研究方面，开展学科领域知识的知识表征研究和探讨学科领域学习模型的建立。
- 领域知识 /
- 学科领域知识 /
- 学科学习 /
- 教学研究 /
- 领域学习
Abstract: The domain knowledge is a new area of cognitive learning research. The research shows that domain knowledge in individual cognitive can enhance the capacity of working memory, improving the ability of information prediction, helping form the cognitive skills and strengthen the meta-cognitive monitor and so on. Disciplinary domain knowledge is provided with value and significance of learning from students and disciplinary teaching transfer, thus forms the idea of research of disciplinary domain knowledge. The research of disciplinary domain knowledge is the disciplinary teaching of domain knowledge and the intellectual category of disciplinary teaching and students' learning, in the following: in the aspect of the organization of disciplinary content, the disciplinary unit knowledge can be reorganized into the disciplinary domain knowledge blocks which is composed of the scientific principal, cognitive process knowledge and problematic condition knowledge that is integrate, interactive and dynamic. In the aspect of disciplinary teaching, the effectiveness and the content of disciplinary teaching can be improved by two kinds of teaching strategies——fabric type and supplement type. In the aspect of disciplinary research, we develop the knowledge representation research of disciplinary domain knowledge and explore the establishment of modeling of disciplinary learning.
- Domain Knowledge /
- Disciplinary Domain Knowledge /
- Disciplinary Learning /
- Learning Research /
- Domain Learning
注释:

1) 李长虹，蔡笑岳，何伯锋. 《学科领域知识与数学学习的知识表征研究》.心理发展与教育. 2010第3期，282-289.

2) Sternberg R J. Intelligence as Developing ExpertiseJ. Contemporary Educational Psychology. 1999, 24(1999): 359-375

3) Alexander P A, Murphy P K, Woods B S, et al. College Instruction and Concomitant Changes in Students' Knowledge, Interest, and Strategy Use: A Study of Domain Learning. Contemporary Educational Psychology. 1997, 22(2): 125-146.

4) 钟建军，陈中永. 《智力开发的基本理念与实践》.心理科学进展. 2006第2期，235-240.

5) Chen S Y, Fan J, Macredie R D. navigation in hypermedia learning systems: experts vs. novices. computers in human behavior. 2006, 22: 251-266.

6) Alexander P A, Kulikowich J M, Jetton T L. Interrelationship of Knowledge, Interest, and Recall: Assessing a Model of Domain Learning. Journal of Educational Psychology. 1995, 87(4): 559-575.

7) Lawless K A, Kulikowich J M. Domain knowledge and individual interest: The effects of academic level and specialization in statistics and psychology. Contemporary Educational Psychology. 2006, 31(1): 30-43.

8) Moos D C, Azevedo R. Monitoring, planning, and self-efficacy during learning with hypermedia:the impact of conceptual scaffolds. 2008, 24: 1686-1706.

9) Gijlers H, De Jong T. The relation between prior knowledge and students' collaborative discovery learning processes. Journal of research in science teaching. 2005, 42: 264-282.

10) E H C, Anandi N, Day R S. Effects of high and low prior knowledge on construction of a joint problem space. Journal of Experimental Education. 2000, 69(1): 36-56.

11) Lawless K A, Kulikowich J M. Domain knowledge and individual interest: The effects of academic level and specialization in statistics and psychology. Contemporary Educational Psychology. 2006, 31(1): 30-43.

12) Alexander P A, Schallert D L, Hare V C. Coming to terms: How researchers in learning and literacy talk about knowledge. review of educational research. 1991, 61(3): 315-343.

13) Lazonder A W, Wilhelm P, Hagemans M G. The influence of domain knowledge on strategy use during simulation-based inquiry learning. Learning and Instruction. 2008, 18(6): 580-592.

14) 皮连生. 《论智力的知识观》.华东师范大学学报（教育科学版）. 1997第3期，52-58.

15) Alexander P A. The development of expertise: The journey from acclimation to proficiency. Educational Researcher. 2003, 32(8): 10-14.

16) Alexander P A, Murphy P K, Woods B S, et al. College Instruction and Concomitant Changes in Students' Knowledge, Interest, and Strategy Use: A Study of Domain Learning. Contemporary Educational Psychology. 1997, 22(2): 125-146.

17) Alexander P A, Schallert D L, Hare V C. Coming to terms: How researchers in learning and literacy talk about knowledge. review of educational research. 1991, 61(3): 315-343.

18) Alexander P A. The development of expertise: The journey from acclimation to proficiency. Educational Researcher. 2003, 32(8): 10-14.

19) Hondt M D, Hondt T D.. Is domain knowledge an aspect?. In Ana, M., Moreira, D& Demeyer, S. (Eds.), Lecture notes in Computer science(1999): Vol. 1743: Proceedings of the Workshop on Object-oriented Technology(pp. 293-294). Berlin, Germany: Springer-Verlag.

20) Ackerman P L, Beier M E, Boyle M O. Individual Differences in Working Memory Within a Nomological Network of Cognitive and Perceptual Speed Abilities. Journal of Experimental Psychology. 2002, 131(4): 567-589.

21) Molinari G, Tapiero I. Integration of new domain-related states and events from texts and illustrations by subjects with high and low prior knowledge. Learning and Instruction. 2007, 17: 304-321.

22) Alexander P A. Profiling the developing reader: The interplay of knowledge, interest, and strategic processing.In C. M. Fairbanks, J. Worthy, B. Maloch, J.V. Hoffman, D.L. Schallert(Eds.), The fifty-fist yearbook of the national reding conference(pp.47-65). Oak Creek. WI: National Reading Conference. 2003.

23) Moos D C, Azevedo R. Monitoring, planning, and self-efficacy during learning with hypermedia:the impact of conceptual scaffolds. 2008, 24: 1686-1706.

24) Alexander P A, Murphy P K. Profiling the Differences in Students' Knowledge, Interest, and Strateic Processing. Journal of Educational Psychology. 1998, 90(3): 435-447.

25) Lawless K A, Kulikowich J M. Domain knowledge and individual interest: The effects of academic level and specialization in statistics and psychology. Contemporary Educational Psychology. 2006, 31(1): 30-43.

26) Hambrick D Z, Oswald F L. Does domain knowledge moderate involvement of working memory capacity in higher-level cognition? A test of three modelsJ. Journal of Memory and Language. 2005, 52(3): 377-397.

27) Hutchinson N L. effects of cognitive strategy insturuction on algebra problems solving of adolesecents with learning disabilitiesJ. Learning Disability Quarterly. 1993, 16: 34-63.

28) 蔡笑岳，苏静. 《工作记忆与领域知识在个体认知行为中的作用》.心理与行为研究，2008第4期，306-310.

29) Alexander P A, Judy J E. The interaction of domain-specific and strategic knowledge in academic performance. Review of Educational Research. 1988, 58(4): 375-404.

30) Alexander P A. The development of expertise: The journey from acclimation to proficiency. Educational Researcher. 2003, 32(8): 10-14.

31) Hambrick D Z, Engle R W. Effects of Domain Knowledge, Working Memory Capacity, and Age on Cognitive Performance: An Investigation of the Knowledge-Is-Power Hypothesis. Cognitive Psychology. 2002, 44(4): 339-387.

32) Shapiro A M. How Including Prior Knowledge As a Subject Variable May Change Outcomes of Learning Research. American Educational Research journal. 2004, 41(1): 159-189.

HTML全文

表 1 学科领域知识的结构及其本质

学科领域知识	性质	形态
学理内容知识	事实规则	静态
认知过程知识	认知操作	动态
问题条件知识	问题情境	状态

下载: 导出CSV

表 2 现行学科内容与学科领域知识内容的比较

	现行学科内容	学科领域知识内容
学理	知识本身内在逻辑关	知识与应用、自我的联系（知识单元）
心理	专家系统思维	学生学习认知（认知图式）