Hollingsworth M, Woodward J
County of Lethbridge Public Schools.
Except Child. 1993 Mar-Apr;59(5):444-55. doi: 10.1177/001440299305900507.
This study investigated the effectiveness of an explicit strategy as a means of linking facts, concepts, and problem solving in an unfamiliar domain of learning. Participants were 37 secondary students with learning disabilities. All students were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer-simulation games. Students in the experimental group were taught an explicit strategy for solving the problems; the comparison group was given supportive feedback and encouraged to induce their own strategies. The explicit strategy group performed significantly better on two transfer measures, including videotaped problem-solving exercises.
本研究调查了一种明确策略作为在不熟悉的学习领域中联系事实、概念和解决问题的手段的有效性。参与者为37名有学习障碍的中学生。所有学生都学习了健康事实和概念，然后将其应用于通过计算机模拟游戏呈现的解决问题练习中。实验组的学生学习了一种解决问题的明确策略；对照组则得到了支持性反馈，并被鼓励自行归纳策略。在包括录像解决问题练习在内的两项迁移测试中，明确策略组的表现明显更好。
