交错练习对小学生四则运算规则视频学习效果的促进作用
The Facilitative Effect of Interleaved Practice on Elementary School Students’ Video Learning of Arithmetic Operation Rules
摘要: 在数字化学习背景下，视频学习已广泛应用于小学数学教学，但其被动接收特性可能影响学习深度。本研究考察交错练习在视频学习中的适用性及其对小学生数学规则学习的影响。以104名9~11岁小学生为对象，筛选后将其分为集中练习组与交错练习组，学习四则运算规则，并完成即时测验和延迟1天测验。结果发现，即时测验中集中练习组成绩显著高于交错练习组，而延时测验中交错练习组成绩显著高于集中练习组。结果表明，交错练习能够促进小学生在视频学习中的长时保持。
Abstract: Against the backdrop of digital learning, video-based learning has been widely applied in elementary mathematics education, yet its passive nature may limit learning depth. The present study examined the applicability of interleaved practice in video-based learning and its effect on elementary school students’ learning of arithmetic operation rules. A total of 104 children aged 9~11 years were recruited. After screening, they were assigned to either a blocked practice group or an interleaved practice group, learned arithmetic operation rules, and completed an immediate test and a 1-day delayed test. The results showed that the blocked practice group scored significantly higher than the interleaved practice group on the immediate test, whereas the interleaved practice group scored significantly higher than the blocked practice group on the delayed test. These findings indicate that interleaved practice can promote long-term retention in elementary school students’ video-based learning.
文章引用：戚连成, 田悦, 刘昕宇, 张译允 (2026). 交错练习对小学生四则运算规则视频学习效果的促进作用. 心理学进展, 16(4), 435-447. https://doi.org/10.12677/ap.2026.164217

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