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学习迁移是由桑戴克和Woodworth (1901)所引进的理论。他们探究个体 would 迁移 一个概念的学习如何对另一个概念的学习 that shared 类似特征。Their theory implied that 学习迁移 depends on the 学习任务 and 迁移任务 being identical,又称为'共同要素'。学习迁移与 问题解决之间有密切的关联，因为学习迁移通常发生于先前知识应用于解决新情境下的问题(Ormrod, 2004)。
[编辑] 迁移的类型
Perkins 和 Salomon (1992)详细描述了学习迁移的不同类型，描述了这些概念，以及正向迁移与负向迁移之间、近迁移与远迁移之间的区别。下表介绍不同类型的迁移，改编自Schunk (2004, p. 220).
| 类型 |
特征 |
| 近迁移 |
情境发生交迭，原始概念与迁移概念相类似 |
| 远迁移 |
情境很少产生交迭，原始概念与迁移概念不相类似 |
| 正向迁移 |
What is learned in one context enhances learning in a different setting (+) |
| 负向迁移 |
What is learned in one context hinders or delays learning in a different setting (+) |
| 垂直迁移（纵向迁移） |
Knowledge of a previous topic is essential to acquire new knowledge (++) |
| 水平迁移（横向迁移） |
Knowledge of a previous topic is not essential but helpful to learn a new topic (++) |
| Literal |
Intact knowledge transfers to new task |
| Figural |
Use some aspect of general knowledge to think or learn about a problem |
| Low Road |
Transfer of well-established skills in almost automatic fashion |
| High Road |
Transfer involves abstraction so conscious formulations of connections between contexts |
| High Road /Forward Reaching |
Abstracting situations from a learning context to a potential transfer context |
| High Road / Backward Reaching |
Abstracting in the transfer context features of a previous situation where new skills and knowledge were learned |
(+) from Cree and Macaulay, (2000). (++) from Ormrod (2004).
学习迁移 - 在一个地方所学的技能、知识与态度对另一个学习的影响，它可以加快学习的速度。 (Aird 2007)
[编辑] 参见
[编辑] 参考
- Cree, V., & Macaulay, (2000). 专业教育与职业教育中的学习迁移. Routledge.
- Ormrod, J. E. (2004). 人类学习 (4th ed.). Upper Saddle River, NJ, USA: Pearson.
- Perkins, D. N., & Salomon, G. (1992). 学习迁移. 国际教育百科全书 (2nd ed.). Oxford, UK: Pergamon Press.
- Schunk, D. (2004). 学习理论：一种教育观点 (4th ed.). Upper Saddle River, NJ, USA: Pearson.
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