知识与财富的链接
本研究探讨中学生的知识掌握过程。针对2001—2002年度上学期教学内容，对初中二年级学生的四门课程分别进行两次测验。对于每道选择题，学生首先选择正确答案，然后指出记忆的意识状态：记住的、知道的、猜测的。结果发现，学生记忆意识类型的转变(由记住向知道)取决于课程类型、保持时间和学生等级。对于不同课程，学生占优势的意识类型不同，自然学科知道的反应占优势，社会学科记住的反应占优势；优等生知道的反应多于其他学生；随着学习时间的延长，中学生的意识类型发生了由记住向知道的转变，这表明知识掌握过程中，中学生的知识表征发生了由情景记忆向语义记忆的转变。
This research was to explore the proce ss of high school students' acquisition of knowledge. Two subjects (Chinese and Ph ysics) were chos en, and two class tests for each subject were administered to second graders of a high school. For each multiple choice question, the students first selected an a nswer and then a memory awareness response category: remember , know or gu ess. The results were as follows: changes in memory awareness during learning were dependent upon the type of subject, retention interval and grade. Differen c es of memory awareness categories between subjects were observed. For Chinese, re member was the dominant category, but for Physics know is the dominant cat egory. Higher performing students were diversified in their responses because they kne w more. There was a shift fr om remembering to knowing during the learning, which suggests an underlying shif t in knowledge representation from episodic memory to semantic memory.
