论解决结构不良问题的能力及其培养

李同吉; 吴庆麟

doi:10.16382/j.cnki.1000-5560.2006.01.010

论解决结构不良问题的能力及其培养

doi: 10.16382/j.cnki.1000-5560.2006.01.010

华东师范大学心理学系, 上海 200062

基金项目:

本研究得到上海市哲学社会科学规划课题“能力的实质与发展:专长心理学视角”资助 2004BJY005

详细信息

作者简介:
李同吉(1975—), 男, 江西进贤人, 华东师范大学心理学系博士研究生

吴庆麟(1949— ), 男, 华东师范大学心理学系教授、博士生导师

中图分类号: B842
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- 文章访问数: 198
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- 被引次数: 0
出版历程
- 收稿日期: 2005-10-01
- 刊出日期: 2006-03-01

摘要

摘要: 本文论述了解决结构不良问题的能力的实质、测量和培养等方面的研究。结构不良问题大量存在于生活和工作情境中, 解决结构不良问题的过程和所需成分与结构良好问题有所不同。利用结构不良问题作为测验材料, 可以测量人在日常生活和实际工作情境中解决问题的能力, 这种测量方法与传统的智力测量相比更具生态效度。培养学生解决结构不良问题的能力所需采取的教学方式也有其独特特征, 对于当前教育改革有较大的启发意义。
- 结构不良问题 /
- 日常认知 /
- 默会知识 /
- 教学方式

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图 1 解决结构不良问题过程示意图^[3]

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图 2 默会知识结构图

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