Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY 40292, USA.
J Exp Child Psychol. 2012 Dec;113(4):552-68. doi: 10.1016/j.jecp.2012.06.009. Epub 2012 Jul 31.
Both exploration and explicit instruction are thought to benefit learning in many ways, but much less is known about how the two can be combined. We tested the hypothesis that engaging in exploratory activities prior to receiving explicit instruction better prepares children to learn from the instruction. Children (159 second- to fourth-grade students) solved relatively unfamiliar mathematics problems (e.g., 3+5=4+□) before or after they were instructed on the concept of mathematical equivalence. Exploring problems before instruction improved understanding compared with a more conventional "instruct-then-practice" sequence. Prompts to self-explain did not improve learning more than extra practice. Microgenetic analyses revealed that problem exploration led children to more accurately gauge their competence, attempt a larger variety of strategies, and attend more to problem features-better preparing them to learn from instruction.
探索和明确指导都被认为在很多方面有益于学习，但对于这两者如何结合知之甚少。我们检验了这样一个假设，即在接受明确指导之前进行探索性活动可以让孩子们更好地为接受指导做好准备。孩子们（159 名二至四年级学生）在接受数学等价概念的指导之前或之后，解决相对陌生的数学问题（例如，3+5=4+□）。与更传统的“指导-练习”顺序相比，在指导之前探索问题可以提高理解。与额外的练习相比，自我解释的提示并不能提高学习效果。微观发生分析表明，问题探索使孩子们更准确地评估自己的能力，尝试更多不同的策略，并更关注问题特征，从而更好地为接受指导做好准备。
