从错误中学习：学生书面自我诊断对后续问题解决的影响
Learning from mistakes: The effect of students' written self-diagnoses on subsequent problem solving
摘要：
帮助学生学会像物理学家一样思考是许多物理入门课程的重要目标。有经验的物理学家与新手学生的一个区别是，他们更好地利用解决问题作为学习机会。专家比新手花更多的时间来监测他们的工作，反思他们解决问题的可能不足的方法，重新考虑他们的选择，并扩大和完善他们的知识结构。此外，对样例的研究表明，表现更好的学生是那些自我解释的学生，也就是说，他们对自己详细说明他们从这些样例中学到了什么，产生推论，承认自己的方法和样例之间的不匹配，并试图解决冲突（自我修复）。事实上，物理老师经常担心，许多学生在评分的问题返回给他们后并没有努力从错误中吸取教训。在这里，我们讨论了一项调查，重点是如何以及介绍物理学生自我诊断他们的错误，在他们的测验解决方案和后续的问题解决在不同的干预措施的影响。
英文摘要：
Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving as a learning opportunity. Experts were found to spend more time than novices in monitoring their work, reflecting upon their possibly deficient approach to solving a problem, reconsidering their choices as necessary, and extending and refining their knowledge structure. Moreover, research on worked-out examples suggests that better performing students are those who self-explain, that is, elaborate to themselves what they are learning from those examples, generate inferences, acknowledge mismatches between their own approach and that of the example, and attempt to resolve conflicts (self-repair). Indeed, physics instructors often express concern that many students do not make an effort to learn from their mistakes after the graded problems are returned to them. Here, we discuss an investigation focusing on how well introductory physics students self-diagnose their mistakes in their quiz solutions and its effect on subsequent problem solving in different interventions.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
