学习理论54-6：能力倾向-治疗相互作用（zxh双语文本）

我的双语课程基础教材即进一步制作课件的基础

（可作为邹晓辉主讲课程-听说读写译述评七遍通融智的双语思维、理解和表达能力训练的教学素材）

收获分享：

收获之一，教学或师生双方的目标能力匹配效果最好。

作为一个理论框架，ATI认为，当教学与学习者的能力完全匹配时，学习效果最佳。这与智力理论相一致(例如，多元智能,智力理论,三元理论) 表明了一种多维的能力观。As a theoretical framework, ATI suggests that optimal learning results when the instruction is exactly matched to the aptitudes of the learner. It is consistent with theories of intelligence (e.g., multiple intelligences, intellect theory, triarchic theory) that suggest a multidimensional view of ability.

收获之二，简单与复杂，在教材和教学或师生的配套能力之间似乎存在某种反比或反向的关系。

高度结构化的处理(例如，高水平的外部控制，明确定义的序列/成分)似乎有助于低能力的学生，但阻碍了高能力的学生(相对于低结构处理)。Highly structured treatments (e.g., high level of external control, well-defined sequences/components) seem to help students with low ability but hinder those with high abilities (relative to low structure treatments).

收获之三，教学过程中相互作用，教材或课程的上下文环境的高低结构化与学习者的能力低高之间有某种对应关系。这在我们的教学实践过程中是可因势利导的。

能力和教学处理在复杂的模式中相互作用，并受到任务和情境变量的影响。高度结构化的教学环境往往对能力较低的学生最为成功；相反，低结构的环境可能会让高能力的学生学得更好。

Aptitudes and instructional treatments interact in complex patterns and are influenced by task and situation variables. Highly structured instructional environments tend to be most successful with students of lower ability; conversely, low structure environments may result in better learning for high ability students.

第一部分：概要课程（可作为听说读写译述评七遍通融智的双语思维、理解和表达能力训练的教学素材）

能力倾向-治疗相互作用(克朗巴赫&斯诺)

Aptitude-Treatment Interaction (Cronbach & Snow)

能力倾向-治疗相互作用(ATI)：一些教学策略(治疗)对特定个体或多或少有效的概念，取决于他们的具体能力。作为一个理论框架，ATI认为，当教学与学习者的能力完全匹配时，学习效果最佳。这与智力理论相一致(例如，多元智能,智力理论,三元理论) 表明了一种多维的能力观。

Aptitude-Treatment Interaction (ATI) — the concept that some instructional strategies (treatments) are more or less effective for particular individuals depending upon their specific abilities. As a theoretical framework, ATI suggests that optimal learning results when the instruction is exactly matched to the aptitudes of the learner. It is consistent with theories of intelligence (e.g., multiple intelligences, intellect theory, triarchic theory) that suggest a multidimensional view of ability.

根据斯诺 (1989)的说法，ATI研究的目的是从能力和治疗的组合中预测教育结果。他将克朗巴赫 &斯诺 (1977)的主要结论总结为:(1)性向治疗相互作用在教育中非常普遍，(2)许多ATI组合是复杂的，难以清楚地证明，并且没有任何特定的ATI效应被充分理解为教学实践的基础。此外，斯诺认为缺乏对学习的社会方面的关注是ATI研究的一个严重缺陷。他指出:“学习风格的差异可以与相对稳定的个人或能力变量联系起来，但它们也随着任务和情境变量的变化而在个体内部发生变化。”(p51)

According to Snow (1989), the aim of ATI research is predict educational outcomes from combinations of aptitudes and treatments. He summarizes the main conclusions of Cronbach & Snow (1977) as: (1) aptitude treatment interactions are very common in education, (2) many ATI combinations are complex and difficult to demonstrate clearly, and no particular ATI effect is sufficiently understood to be the basis for instructional practice. Furthermore, Snow identifies the lack of attention to the social aspects of learning as a serious deficiency of ATI research. He states: “Learning style differences can be linked to relatively stable person or aptitude variables, but they also vary within individuals as a function of task and situation variables.” (p51)

应用 Application

ATI研究涵盖了广泛的能力和教学变量；它被用来探索新的教学策略和课程设计，特别是在数学和阅读方面。

ATI research covers a broad range of aptitudes and instructional variables; it has been used to explore new teaching strategies and curriculum design, especially in mathematics and reading.

例子 Example

斯诺 (1989)指出，最好的ATI效果包括教学的结构和完整性以及高或低“一般”能力测量的不同处理。高度结构化的处理(例如，高水平的外部控制，明确定义的序列/成分)似乎有助于低能力的学生，但阻碍了高能力的学生(相对于低结构处理)。

Snow (1989) states that the best supported ATI effect involves treatments that differ in the structure and completeness of instruction and high or low “general” ability measures. Highly structured treatments (e.g., high level of external control, well-defined sequences/components) seem to help students with low ability but hinder those with high abilities (relative to low structure treatments).

原则 Principles

能力和教学处理在复杂的模式中相互作用，并受到任务和情境变量的影响。

高度结构化的教学环境往往对能力较低的学生最为成功；相反，低结构的环境可能会让高能力的学生学得更好。

焦虑或顺从的学生倾向于在高度结构化的教学环境中学习得更好；不焦虑或独立的学生倾向于低结构。

Aptitudes and instructional treatments interact in complex patterns and are influenced by task and situation variables.

Highly structured instructional environments tend to be most successful with students of lower ability; conversely, low structure environments may result in better learning for high ability students.

Anxious or conforming students tend to learn better in highly structured instructional environments; non-anxious or independent students tend to prefer low structure.

参考 References

克朗巴赫和斯诺(1977年)。能力和教学方法:互动研究手册。纽约:欧文顿。

斯诺(1989年)。作为学习中个体差异研究框架的能力倾向-治疗相互作用。在p .阿克曼，R.J .斯腾伯格和r .格拉泽(编辑),学习和个体差异。纽约:弗里曼。

斯诺，r .，费德里科，p .，，蒙塔古，W. (1980)。资质、学习和指导，第1和第2卷。新泽西州希尔斯代尔:厄尔鲍姆。

Cronbach, L. & Snow, R. (1977). Aptitudes and Instructional Methods: A Handbook for Research on Interactions. New York: Irvington.

Snow, R. (1989). Aptitude-Treatment Interaction as a framework for research on individual differences in learning. In P. Ackerman, R.J. Sternberg, & R. Glaser (ed.), Learning and Individual Differences. New York: W.H. Freeman.

Snow, R., Federico, P., & Montague, W. (1980). Aptitude, Learning, and Instruction, Vols 1 & 2. Hillsdale, NJ: Erlbaum.

其他网站

有关ATI研究的更多信息，请访问:

http://www.trainingplace.com/source/research/cronbach.htm 

有关智能理论的更多信息，请参见http://www.intelltheory.com/ 

第二部分：拓展课程

 如何因势利导突破制约机制的约束？

How to take advantage of the situation to break through the constraints of the restrictive mechanism? 

邹晓辉主讲课程-听说读写译述评七遍通融智的双语思维、理解和表达能力训练：快速消化吸收各种学习理论