& Murphy Ackerman Beier & Boyle 2002 Hambrick & Engle 2002

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1 G442 A * retrieval structure Ackerman Beier & Boyle 2002 Hambrick & Engle Chen Fan & Macredie 2006 Lawless & Kulikowich 2006 Shapiro 2004 Alexander Gagne 1985 Anderson 1986 Moos & Azevedo 2008 Winne 1996 domain knowledge declarative procedural conditional Mayer 1992 Alexander Kulikowich & Jetton * BBA E - mail guxycai@ tom. com 1995 Alexander Schallert & Hare 1991 Alexander & Murphy

2 F = P < Hutchinson t = p > %

3 P Ausubel 2005 Ausubel P Gagne 1985 Gagne & Glaser 1987 r = P P

4 P M SD M SD M SD P t M SD M SD M SD M SD M SD t * * * B t R 2 Δ R * * B t R 2 Δ R M SD F M SD F M SD F * *

5 7 M SD M SD M SD M SD M SD F * t = p > t = p > t = p > Anderson Reder & Simon 1996 Bonder Alexander 1997 knowledge knowledge use 271

6 Gagne Gagne 5 Gagne 1985 Gagne & Glaser Anderson Ackerman P. L. Beier M. E. & Boyle M. O Individual Differences in Working Memory Within a Nomological Network of Cognitive and Perceptual Speed Abilities. Journal of Experimental Psychol- ogy Alexander P. A. Kulikowich J. M. & Jetton T. L Interrelationship of Knowledge Interest and Recall Assessing a Model of Domain Learning. Journal of Educational Psychology Alexander P. A. Murphy P. K. Woods B. S. Duhon K. E. & Parker D College Instruction and Concomitant Changes in Students' Knowledge Interest and Strategy Use A Study of Domain Learning. Contemporary Educational Psychology Alexander P. A. Schallert D. L. & Hare V. C Coming

7 to terms How researchers in learning and literacy talk about knowledge. Review of Educational Research Alexander P. A. & Murphy P. K Profiling the Differences in Students' Knowledge Interest and Strateic Processing. Journal of Educational Psychology Anderson J. R Acquisition of cognitive skill. Psychological Review Anderson J. R Knowledge compilation The general learningmechanism. In R. Michalski J. Carbonell & T. Mitchell Eds. Machine Learning Volume 2. Los Altos CA Morgan Kaufmann. Anderson J. R. Reder L. M. & Simon H. A situated learning and education. Educational Researcher Bonder G. M Constructivism A theory of knowledge. Journal of Chemical Education Chen S. Y. Fan J. & Macredie R. D navigation in hypermedia learning systems experts vs. novices. Computers in Human Behavior Gagne E. D The cognitive psychology of school learning. Boston Little Brown. Hutchinson N. L effects of cognitive strategy insturuction on algebra problems solving of adolesecents with learning disabilities. Learning Disability Quarterly Hambrick D. Z. & Engle R. W Effects of Domain Knowledge Working Memory Capacity and Age on Cognitive Performance An Investigation of the Knowledge - Is - Power Hypothesis. Cognitive Psychology Lawless K. A. & Kulikowich J. M Domain knowledge and individual interest The effects of academic level and specialization in statistics and psychology. Contemporary Educational Psychology Gagn e R. M. & Glaser R Foundations in learning research. In R. M. Gagn e Ed. Instructional Technology Foundations. Hillsdale NJ Lawrence Erlbaum Associates. Mayer R. E Cognition and instrction Their historic meeting within educational psychology. Journal of Educational Psychology Moos D. C. & Azevedo R Monitoring planning and self - efficacy during learning with hypermedia the impact of conceptual scaffolds. Computers in Human Behavior Shapiro A. M How Including Prior Knowledge As a Subject Variable May Change Outcomes of Learning Research. American Educational Research journal Winne P. H A metacognitive view of individual differences in self-regulated learning. Learning and Individual Difference Ausubel The Research on the Knowledge Representation of Disciplinary Domain Knowledge and Mathematics Learning LI Chang-hong CAI Xiao-yue HE Bo-feng Educational college of Guangzhou university Guangzhou Guangdong Abstract Teaching experiments can be carried out with units of the disciplinary domain knowledge which are adapted and reorganized from the disciplinary knowledge in mathematics on the basis of structural characteristics of domain knowledge. Some questionnaires and in-depth interviews which contained 215 students at second year at middle school were used to investigate the effect which is caused by disciplinary domain knowledge in knowledge representation and also did some research on the relationship between knowledge representation and mathematical a- chievements. The results are as follows 1 disciplinary domain knowledge can significantly improve the comprehensive and overall level of declarative knowledge representation 2 disciplinary domain knowledge can significantly improve students procedural knowledge representation in comprehensive automation organization and o- verall level 3 the three elements of cognitive structure declarative knowledge representation and procedural knowledge representation are significantly correlated with students mathematics achievements 4 excellent students are significantly better than average students and poor students with respect to the accuracy and overall level of declarative representation and the organization and overall level of procedural knowledge representation. Key words disciplinary domain knowledge domain knowledge teaching mathematics learning knowledge representation cognitive structure 273