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对132名学习“化工热力学”课程和94名学习“化工原理”课程的中国石油大学三年级大学生进行了关于当堂课所学内容的R/K判断测验和测量学习取向的学习过程问卷调查,方差分析表明“化工热力学”课程正确总数总是多于“化工原理”课程,“化工原理”课程的K比“化工热力学”少,最优秀的学生不仅有更多的K,而且有更多的R,学生的深层型取向得分高于表面型取向和成就型取向,表面型取向高减少了“化工原理”课程的正确总数。结果支持课程图式化程度高有助于知识建构的观点。
The third-grade Undergraduates of China University of Petroleum, 132 students who studied “Chemical Engineering Thermodynamics” and 94 students who studied “Chemical Engineering Principle” conducted the R / K judgment test and measurement learning orientation study The results of the questionnaire and ANOVA show that the total number of “Thermodynamics” courses is always more than “Chemical Engineering” and “Chemical Engineering” courses are less than “Chemical Engineering Thermodynamics”. The best students Not only more K, but also more R, students have a higher depth orientation score than surface orientation and achievement orientation, and a high surface orientation reduces the total number of “Chemical Principles” courses. The results support the idea that a high degree of schematization of a course contributes to knowledge building.