自我解释

原文：Self-explanation (andymatuschak.org)

学生对学习材料自行生成的总结和解释。

这种自我生成的内容似乎能够促进学习（自我解释效应），原因在于它需要监控理解的过程，并且涉及到构建书中未直接提及的推论。当自我解释能够与已有的知识相连结，或者与书中较远的部分建立联系时，效果似乎更佳，而不仅仅是对文本内容的简单改述或局部联系。

针对自我解释的干预措施在提升文本基础理解方面带来的好处相对一致，而在情境模型方面的影响则不那么明显（参见理解 - Kintsch）。领域知识较少的学生似乎从中获益更大。但在这方面的结论还尚不明确：McNamara, D. (2004). SERT: Self-explanation reading training. Discourse Processes, 38(1), 1–30 发现自我解释对推理问题和高领域知识的学生影响不大，而 McNamara, D. S., O’Reilly, T. P., Best, R. M., & Ozuru, Y. (2006). Improving Adolescent Students’ Reading Comprehension with iSTART. Journal of Educational Computing Research, 34(2), 147–171 则发现，自我解释训练只对熟练的阅读者在推理问题上的表现有所提升。

相关笔记：精细口头复述 (heavier on elaboration)

参考文献

• 起源

  • Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182

• 干预措施

  • Chi, M. T. H., De Leeuw, N., Chiu, M.-H., & Lavancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439–477

  • McNamara, D. (2004). SERT: Self-explanation reading training. Discourse Processes, 38(1), 1–30

  • iSTART

  • McNamara, D. S., Levinstein, I. B., & Boonthum, C. (2004). iSTART: Interactive strategy training for active reading and thinking. Behavior Research Methods, Instruments, & Computers, 36(2), 222–233

  • O’Reilly, T., Sinclair, G. P., & McNamara, D. S. (2004). Reading Strategy Training: Automated Verses Live. Proceedings of the Annual Meeting of the Cognitive Science Society, 26.

  • McNamara, D. S., O’Reilly, T. P., Best, R. M., & Ozuru, Y. (2006). Improving Adolescent Students’ Reading Comprehension with iSTART. Journal of Educational Computing Research, 34(2), 147–171

  • 间接相关：

  • Wade-Stein, D., & Kintsch, E. (2004). Summary Street: Interactive Computer Support for Writing. Cognition and Instruction, 22(3), 333–362

    • （学生为文章撰写总结；为他们的总结提供反馈，然后学生根据反馈修改）

• Wylie, R., & Chi, M. T. H. (2014). The Self-Explanation Principle in Multimedia Learning. In R. E. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (2nd ed., pp. 413–432)