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人们对事物的心理表征具有不同的抽象水平即解释水平,解释水平取决于人们所感知的与认知客体的心理距离,进而影响了人们的判断与决策。解释水平理论把距离这一广泛存在的自然和社会现实引入社会认知和决策与判断领域。作者试图将解释水平理论具体应用在学生学习的认知领域中,与教育心理学结合,明确学习过程中的解释水平,并对解释水平的假设性这一维度提出了三个影响因素,通过举中学生物学教学的例子对三个影响因素展开了具体分析。
People’s psychological representation of things has different levels of abstraction, that is, levels of interpretation. The level of interpretation depends on the psychological distance between people’s perception and cognitive objects, which affects people’s judgment and decision-making. Interpretation Level theory introduces the widening natural and social reality of distance into areas of social cognition and decision-making and judgment. The author attempts to apply the level theory of interpretation to the cognitive field of students’ learning in combination with educational psychology to clarify the level of interpretation in the learning process and puts forward three factors that affect the level of hypothetical interpretation. The example of secondary biology teaching conducted a detailed analysis of the three influencing factors.