文献类型：期刊文献

中文题名：材料呈现顺序对听障学生学习判断的影响研究

英文题名：Effects of Order of Material Presentation on Judgment of Learning in Hearing Impaired Students

作者：孙颖[1];卢宇[2,3];韩硕[4,5];杜媛[1];赵月[6];刘晓明[2]

第一作者：孙颖

机构：[1]北京教育科学研究院特殊教育研究指导中心,北京100036;[2]北京联合大学特殊教育学院,北京100075;[3]北京市丰台区培智中心学校,北京100079;[4]中国人民解放军总医院第六医学中心,北京100048;[5]国家耳鼻咽喉疾病临床医学研究中心,北京100048;[6]中国听力语言康复研究中心,北京102209

第一机构：北京教育科学研究院特殊教育研究指导中心,北京100036

年份：2022

卷号：20

期号：5

起止页码：784-790

中文期刊名：中华耳科学杂志

外文期刊名：Chinese Journal of Otology

收录：CSTPCD;;北大核心:【北大核心2020】；CSCD:【CSCD2021_2022】；

基金：北京市教育科学“十三五”规划2018年度优先关注课题“特殊教育专业教师队伍培养机制研究”(项目编号:BEFA18037)。

语种：中文

中文关键词：听障学生;学习判断;材料呈现顺序

外文关键词：hearing impaired students;judgment of learning;material presentation order

摘要：目的本研究考察在不同判断条件下,听障大学生与健听大学生在类型、性别和材料呈现顺序上的差异。方法采用实验研究法,运用2(类型:健听、听障)x2(性别:男、女)x3(材料呈现顺序:高相关词对在前、随机词对、低相关词对在前)的多因素重复测量方差分析的统计学方法,考察听障大学生和健听大学生的学习判断效果。结果(1)在即时学习判断条件下,性别(F(1,636)=20.279,P<0.001)、材料呈现顺序(F(2,636)=3.974,P<0.05)差异显著;(2)在延迟学习判断条件下,类型(F(1,456)=15.253,P<0.001)之间的差异显著;(3)联合分析中条件(F(1,1092)=59.453,P<0.001)、类型(F(1,1092)=6.291,P<0.05)和材料呈现顺序(F(1,1092)=3.341,P<0.05)差异显著。结论延迟学习判断的学习效果较好,听障大学生的回忆效果更好,在即时学习条件下,随机词对的学习效果较好。因此,在教学过程中提出增加对听障大学生学习条件、学习时间的条件刺激,以便获得更好的教学效果。
Objective To report differences in judgment of learning in relation to hearing status, gender and material presentation order between hearing impaired and normal hearing college students. Method A 2x2x3 multivariate factor repeated measurement analysis of variance was performed, including hearing impairment(with vs without), gender(male vs female) and material presentation order(high relevance word pairs first vs random word pairs vs low relevance word pairs first), to determine their effects on judgment of learning in hearing impaired and normal hearing college students. Results For immediate judgment of learning, significant differences were noticed with gender(F(1,636)=20.279, P<0.001) and material presentation order(F(2,636)=3.974,P<0.05). For delayed judgment of learning, significant differences were noticed for hearing status(F(1, 456) =15.253,P<0.001). Comprehensive analysis showed significant difference for learning environment(F(1,1092) =59.453, P<0.001), hearing status(F(1,1092) =6.291, P<0.05) and material presentation order(F(1,1092)=3.341,P<0.05). Conclusion Delayed judgment learning is generally less affected. Hearing impaired college students perform better in recalling. Random word pairs yield better retention as indicated by immediate judgement of learning. Therefore, in teaching deaf college students, increasing conditional stimulation by improving learning environment and increasing learning time may lead to improved learning outcomes.