学习迁移

维基百科，自由的百科全书

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

Gavriel Salomon

[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.