教学解释与自我解释在学习中的不同作用
The Different Roles of Instructional Explanation and Self-Explanation in Learning
DOI: 10.12677/ap.2026.164206, PDF,    科研立项经费支持
作者: 张译允*, 田 悦, 周芸妃：辽宁师范大学心理学院，辽宁 大连
关键词: 教学解释法；自我解释法；样例学习；Instructional Explanation Method； Self-Explanation Method； Worked-Example Learning
摘要: 教学解释法和自我解释法是两种常用的样例学习方式，有关二者在不同类型(或学科)知识中的学习效果，研究结果并不统一。目前尚不清楚在不同类型知识学习中采用哪种学习方式更好。文章综述以往研究中两种学习方法分别在学习中的作用，揭示影响二者矛盾结果的主要原因，包括知识内容的性质、学习者不同的知识经验水平和学习者的特征等。并尝试提出二者相融合的支架式教学模式，建议采用以自我解释法为主、教学解释法为辅的教学方法，为有效应用两种样例学习方式提供可行性建议。未来研究需加强对两种样例学习方式在学习中的作用机制的探讨，同时关注这些学习方式在真实教学情景中的学习效应。
Abstract: The instructional explanation method and self-explanation method are two kinds of commonly worked-sample learning methods. The research results are not uniform about the learning effect of the two methods in different types (or disciplines) of knowledge. It is not clear which learning style is better in different types of knowledge learning. This paper reviews the effects of the two learning methods in the previous studies, and reveals the main reasons that affect the contradictory results of the two methods, it includes the nature of knowledge content, the different level of knowledge and experience of learners and the characteristics of learners. It also tries to put forward the scaffolding teaching mode which combines the two methods, and advocates the teaching method which is mainly based on self-explanation method and supplemented by instructional explanation method, and provides feasible suggestions for the effective application of the two worked-sample learning methods. In the future, we should pay more attention to the mechanism of the two learning modes, and the learning effects of these learning modes in real teaching situations.
文章引用：张译允, 田悦, 周芸妃 (2026). 教学解释与自我解释在学习中的不同作用. 心理学进展, 16(4), 338-346. https://doi.org/10.12677/ap.2026.164206

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