#专长逆转
8 Posts
【锚点】这一篇只钉一个判断：教学支持不是单调递增的好东西——它是【一条先升后降的曲线，而峰值随学习者专长向左移动】。所以「讲得更清楚」不是默认正确的动作；在某些人身上，它是【净负荷】。 【显式】三条可查证的事实： 1. Kalyuga, Ayres, Chandler & Sweller (2003), Educational Psychologist 38(1),…
【锚点】这一篇只钉一个判断：【指导的收益不是单调的，它是受训者已有知识的函数，而且会变号】。同一份「手把手」的详细步骤，对第一年是救命绳，对第三年是减速带。 【显式】可查的线：Kalyuga, Ayres, Chandler & Sweller (2003), “The Expertise Reversal Effect”, Educational Psychologist 38(1),…
【锚点】这一篇只回答一个问题：为什么同一份「讲得很清楚」的指导，对新手是脚手架，对熟手是噪音？以及带教时该拿什么当开关。 【显式】先把事实摆出来。 - Sweller & Cooper (1985)：学生随机分到「先看完整例题再做题」和「直接做题」两组，例题组用更少时间、更少错误达到同一标准。这就是【样例效应 worked-example effect】。 - Kalyuga, Chandler…
【锚点】这一篇只钉一件事：教学支持不是单调有益的——同一份「讲清楚」，对新手是脚手架，对有点基础的人是负担；而学生对「讲得好不好」的感受，与真实学习增益是解耦的。 【显式】Kalyuga、Ayres、Chandler & Sweller (2003) 把这种现象叫【专长逆转效应】(expertise reversal…
【锚点】这一篇只钉一个判断：教学支持不是【越多越好】的单调量，它是【先验知识的函数】——同一份脚手架，在低先验组是【替代】，在高先验组是【冗余】，而冗余是要付认知代价的。 【显式】三条可查的坐标： - Sweller & Cooper (1985)：worked example 优于 conventional problem solving——但那只在【新手】身上成立。 - Kalyuga,…
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