CAJ | 학술논문

散文学习中的自我解释是指学习者在散文学习过程中向其自身做出解释，力图以此理解散文所含各种信息的活动。本研究以大学非中文系45名学生学生为被试，通过实验组与控制组的对比研究，结果发现，在本研究条件下，第一，散文学习过程中的自我解释包括“是什么”的自我解释、“怎么样”的自我解释和“为什么”的自我解释等三种类型。第二，自我解释对散文的阅读理解具有明显的促进作用。第三，自我解释促进散文学习的原因，既可能是认知缺口填补的，也可能是心理模型修正的。第四，对自我解释提供的反馈有助于提高自我解释的准确性。
산문학습중적자아해석시지학습자재산문학습과정중향기자신주출해석，력도이차리해산문소함각충신식적활동。본연구이대학비중문계45명학생학생위피시，통과실험조여공제조적대비연구，결과발현，재본연구조건하，제일，산문학습과정중적자아해석포괄“시십요”적자아해석、“즘요양”적자아해석화“위십요”적자아해석등삼충류형。제이，자아해석대산문적열독리해구유명현적촉진작용。제삼，자아해석촉진산문학습적원인，기가능시인지결구전보적，야가능시심리모형수정적。제사，대자아해석제공적반궤유조우제고자아해석적준학성。
Self-explaining emerged in 1989 as a new domain in the field of educational psychology. Our study is an experiment of self- explaining on prose study. The results show that First, under the resarch condition mentioned, in the prose studying process, there exist self-explaining activities, whether compelled or made aware by the prose＇s content; Second, self-explaining demonstrates obvious improvements in prose reading and understanding; Third, self-explaining＇s effect on prose study is possibly caused by the reader filling his or her cognitive gap or adjusting his or her psychological model; Fourth, serf-explaining methods can be [earned and taught, and like other learning methods, may transfer; Fifth, feedback during the self-explaining process helps and enhances the accuracy and effect of self-explaining.