Publications

2025

1. Effects of principle- and procedure-based feedback on students’ learning from self-made errors: Roles of cognitive load and learning speed

   Enming Zhang , Yinghua Ye , and Shuqian Ni

   The Asia-Pacific Education Researcher, 2025

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   Subject (e.g., math) problems often have deep rationales and concepts underlying them. Accordingly, when students solve these problems, they are prone to making errors that expose their misunderstandings and are difficult to correct. Previous research has shown the benefits of teacher feedback in learning from errors, but the effectiveness of specific feedback elements and their underlying mechanisms remain unclear. Drawing on educational psychology theories, this study aims to compare the isolated and combined effects of principle-based feedback, which targets understanding of underlying concepts, and procedure-based feedback, which focuses on the correct application of steps. The study also examines the mediating effects of cognitive load and learning speed. A total of 135 eighth-grade students participated in the experiment, randomly assigned to one of four groups in a 2 (principle-based feedback: yes or no) × 2 (procedure-based feedback: yes or no) design. Between-subjects analysis of covariance (ANCOVA) was conducted to test the intervention effects, while path analysis was used to examine the mediating effects. Results indicated that principle-based feedback significantly helped students correct more errors, but combining both types of feedback did not yield additional benefits. Furthermore, cognitive load did not mediate the effects of the intervention as anticipated, suggesting other factors may play more significant roles. Notably, exploratory analysis suggested that learning speed may play a mediating role, implying that principle-based feedback could help students achieve "desirable difficulty." This study confirms the effectiveness of principle-based feedback in helping students learn from their errors and provides corresponding theoretical explanations and educational implications.

   @article{003,
     author = {Zhang, Enming and Ye, Yinghua and Ni, Shuqian},
     title = {Effects of principle- and procedure-based feedback on students' learning from self-made errors: Roles of cognitive load and learning speed},
     journal = { The Asia-Pacific Education Researcher},
     year = {2025},
     volume = {},
     number = {},
     pages = {},
     doi = {10.1007/s40299-025-00983-1},
     url = {https://doi.org/10.1007/s40299-025-00983-1},
     type = {Article},
     publication_stage = {Final},
     source = {Scopus},
     note = {}
   }

2024

1. Understanding how to ignite teacher enthusiasm: The role of school climate, teacher efficacy, and teacher leadership

   Enming Zhang , and Yinghua Ye

   Current Psychology, 2024

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   Teacher enthusiasm can benefit their wellness and student learning. However, those teachers from regions with a particular environment (e.g., Tibet Autonomous Region, China; TAR) may feel a diminishment of enthusiasm influenced by geographic factors. Moreover, the relationships between teacher enthusiasm and its determinants are still uncertain. This study aims to explore the moderating effect of ethnic group and the mediating effects of collective teacher efficacy, teacher self-efficacy, and teacher leadership on the relationship between school climate and teacher enthusiasm. 1661 K-12 teachers living in TAR participated in this study. Data was fitted to two structural equation models, including a moderating and a mediating model. Results indicated the moderating effect of ethnic group between school climate and teacher enthusiasm was marginally significant and all the mediating effects were significant except the mediating effects of collective teacher efficacy and “collective teacher efficacy → teacher leadership.“ The result of the exploratory multi-group analysis indicated the set of relationships was variant by ethnic group. Findings may help districts and schools to improve their school management practices to ignite teachers’ positive emotions at work.

   @article{002,
     author = {Zhang, Enming and Ye, Yinghua},
     title = {Understanding how to ignite teacher enthusiasm: The role of school climate, teacher efficacy, and teacher leadership},
     journal = {Current Psychology},
     year = {2024},
     volume = {43},
     number = {15},
     pages = {13241 – 13254},
     doi = {10.1007/s12144-023-05387-2},
     url = {https://doi.org/10.1007/s12144-023-05387-2},
     type = {Article},
     publication_stage = {Final},
     source = {Scopus},
     note = {}
   }

2023

1. 精准教学要提供意义并追根溯源

   张恩铭

   中小学班主任, 2023

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   由于很多文献已经对精准教学本身做了很详尽的介绍（如祝智庭和彭红超发表在《中国电化教育》2016年第1期上的论文），因而在这里，我更多地想根据我的背景知识，谈一谈自己对精准教学的感受。精准教学首先需要避免过度偏向技术。的确，精准教学主要是教育技术领域的话题；但它可能更多的是一种关于“教—学—评”保持一致的理念，而不一定依赖全方位的技术。然而，一些实践研究的问题是...

   @article{0012,
     title = {精准教学要提供意义并追根溯源},
     author = {张恩铭},
     journal = {中小学班主任},
     year = {2023},
     volume = {},
     number = {24},
     pages = {1}
   }

2. 理解生成式学习

   洛根·费奥雷拉 ,  盛群力 , and  张恩铭

   远程教育杂志, 2023

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   为了理解学习者如何建构正在学习的内容的意义，研究根据“生成式学习活动”（Generative Learning Activities,GLAs）的优势与边界条件，提出生成式意义建构框架。生成式意义建构框架区分了三种主要的意义建构方式——言语解释、图示表征和具身表现，每一种方式都有助于实现独特和互补的认知功能。具体而言，该框架假设学习者在心理上组织和模拟学习材料（通过图示表征和具身表现方式），可促进自己概括学习材料的能力（通过言语解释方式）。GLAs的相关研究证据也表明了图示表征和具身表现（教师提供和/或学习者生成）能促进学习者高质量的言语解释以及相应的学习结果。研究还探讨了学习者在生成式学习活动中意义建构的若干障碍，这些障碍有助于解释生成式学习活动何时无效，并阐述了通过对生成式学习活动作出适时指导和合理安排时机来克服障碍的可行途径。最后，研究阐明了生成式意义建构框架的理论启示和实践意义，并为后续研究提供可行建议。

   @article{0011,
     title = {理解生成式学习},
     author = {洛根·费奥雷拉 and 盛群力 and 张恩铭},
     journal = {远程教育杂志},
     year = {2023},
     volume = {41},
     number = {06},
     pages = {20-33},
     doi = {10.15881/j.cnki.cn33-1304/g4.2023.06.003}
   }

3. 将教育心理学理论运用于实践中——日本“认知咨询”学习支援模式及其启示

   张恩铭 , and  刘梦思

   教育导刊, 2023

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   日本东京大学团队基于认知心理学和临床心理学的视角开发的“认知咨询”学习支援模式，在为研究者提供实践场的同时，能应对学习者缺乏自主学习能力、教育者缺乏指导学生学习的能力的问题。该模式咨询过程包括“绊脚石”诊断、正式指导和拓展指导三个阶段，常用的指导技法有自我诊断、诊断性提问、作图解释、类比说明、虚拟教学和教训归纳六种策略。其之所以有效，原因在于咨询师在咨询时将策略与理解并重、使溯因与共情同行，团队在运营时坚持指导与研究并进、推动社群与制度共生。证据表明，其能有效应对来访者的学习问题，并提升咨询师的个别化指导能力和研究者理论联系实践的能力。该模式为实施理论联系实践的教育研究项目提供了启示。

   @article{0010,
     title = {将教育心理学理论运用于实践中——日本“认知咨询”学习支援模式及其启示},
     author = {张恩铭 and 刘梦思},
     journal = {教育导刊},
     year = {2023},
     volume = {},
     number = {08},
     pages = {84-96},
     doi = {10.16215/j.cnki.cn44-1371/g4.2023.08.006},
   }

4. 从错误中学习：理论研究与教学条件设计

   张恩铭

   开放教育研究, 2023

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   近年来，从错误中学习逐渐受到国际教育心理学界的关注。如何设计从错误中学习的教学条件促进深度学习，成为理论与实践共同关注的议题。本文通过梳理计算模型模拟人类思维过程、记忆提取过程、概念转变和元认知与自我调节四条研究脉络，明确从错误中学习作为高阶学习活动和自我调节学习活动的内涵，并引入错误学习模型和错误反应模型作为支持证据。本文还通过分析与比较生成效应、问题解决为先、样例学习、概念转变、错误的自主处理和语言学习六个领域的研究，从理论层面指出错误的来源和从错误中学习的时机、方法、形式、过程与结果等教学条件，或是调节既有教学模式效果的重要因素，从而为未来研究提供指南，以及从实践层面讨论如何将从错误中学习的理论成果嵌入既有教学设计，为创设利用错误学习的课堂提供启示。

   @article{0009,
     title = {从错误中学习：理论研究与教学条件设计},
     author = {张恩铭},
     journal = {开放教育研究},
     year = {2023},
     volume = {29},
     number = {04},
     pages = {49-64},
     doi = {10.13966/j.cnki.kfjyyj.2023.04.006},
   }

2022

1. Effects of private tutoring intervention on students’ academic achievement: A systematic review based on a three-level meta-analysis model and robust variance estimation method

   Enming Zhang , and Yunyun Liu

   International Journal of Educational Research, 2022

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   Private tutoring has been welcomed by populations worldwide. However, there is a lack of synthesis of relevant experimental research. A three-level meta-analysis model and the robust variance estimation method were fitted to synthesize 78 effect sizes of 22 experimental studies (involving 6750 participants) in recent 20 years. The results showed medium overall effect sizes in the single-group pretest-posttest (SPP), independent-groups posttest (IP), and independent-groups pretest–posttest (IPP) conditions (d1 = 0.59, d2 = 0.42, d3 = 0.67); publication bias existed only in IP condition; and among all 13 moderators, the moderating effects of two variables (region and subject) were found. The discussion of the findings and issues related to the results and meta-analysis makes recommendations for future research themes and methods.

   @article{001,
     author = {Zhang, Enming and Liu, Yunyun},
     title = {Effects of private tutoring intervention on students' academic achievement: A systematic review based on a three-level meta-analysis model and robust variance estimation method},
     journal = {International Journal of Educational Research},
     year = {2022},
     volume = {112},
     doi = {10.1016/j.ijer.2022.101949},
     url = {https://doi.org/10.1016/j.ijer.2022.101949},
     dimensions = {true},
     type = {Article},
     publication_stage = {Final},
     source = {Scopus},
     note = {}
   }

2. 助力教师培育专家型学习者——日本“教后促思”与“三角度热议”模式的经验与启示

   张恩铭

   外国教育研究, 2022

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   为应对学生浅层和被动学习问题，教师需培养其成为专家型学习者，但可能缺乏有效教学模式或对模式背后理论的深度理解。日本东京大学团队开发并配合运用的“教后促思”教学模式和“三角度热议”课例研究模式可提供经验借鉴。前者包括教师教学、检查理解、深化理解和自我评价四个主要阶段，是基于认知科学的有效教学模式，但教师可能难以理解和有效运用。为此，后者融入合作学习、跨界参与和审辨思维要素以提供有效讨论环境。在二者配合运用下，教师得以从学生学习的角度充分讨论“教后促思”课例各阶段的优秀之处、要改进之处和可迁移之处。证据表明，日本团队通过促进教师理解与运用特定教学模式，使学生的深度理解与元认知技能得到更大程度提升。根据日本的经验，在提高教学与教研模式有效性的同时，要以学生学习为二者的连结点，促进教师教学观念与能力的变革。

   @article{0008,
     title = {助力教师培育专家型学习者——日本“教后促思”与“三角度热议”模式的经验与启示},
     author = {张恩铭},
     journal = {外国教育研究},
     year = {2022},
     volume = {49},
     number = {06},
     pages = {34-52}
   }

2020

1. 条件适配促进有效教学——科丁格“知识—学习—教学”(KLI)框架及其应用建议

   张恩铭 , and  盛群力

   中国电化教育, 2020

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   "知识—学习—教学"(KLI)框架旨在联系课堂实践与学习理论,使教学要素间保持一致。框架由知识成分、学习事件、教学与评估事件三个相互联系的分类要素组成,其中知识成分按应用条件及其回应、条件与回应间的联系和是否有原理三个维度,可分为复杂性递增的七个层级;学习过程由简单到复杂可分为记忆与熟练、归纳与优化、理解与意义建构三个过程,分别对应间隔测试和优化安排,及时反馈、聚焦要义和工作样例,自我解释和有责对话八个教学原则。框架基于不对称假设,进一步解释了教学与学习过程,提出的三个分类学有助于优化教学目标,提高教学原则的有效性和教学条件的适配性,并为改进教学研究提供一种中观视角。未来可应用KLI框架编写结构化的教学目标,设计与目标相匹配的教学任务,与技术相结合促进个性化评估,并选择最能促进学习的教学策略和教学顺序。

   @article{0007,
     title = {条件适配促进有效教学——科丁格“知识—学习—教学”(KLI)框架及其应用建议},
     author = {张恩铭 and 盛群力},
     journal = {中国电化教育},
     year = {2020},
     volume = {},
     number = {06},
     pages = {112-119}
   }

2019

1. 培育学习者的数字素养——联合国教科文组织《全球数字素养框架》及其评估建议报告的解读与启示

   张恩铭 , and  盛群力

   开放教育研究, 2019

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   数字合作时代的到来,对学习者的数字素养要求也提高了。联合国教科文组织发布的《全球数字素养框架》(Digital Literacy Global Framework,简称DLGF)及其评估建议报告可用于指导开展数字素养的培育和评估工作。报告介绍了由框架映射、应用映射、深度咨询和在线咨询四个研究环节组成的框架制定过程,描述了学习者必备的设备与软件操作、信息与数据素养、沟通与协作、数字内容创建、数字安全、问题解决和职业相关能力七个数字能力域,提出了使用自我报告作为主要评估形式,使用在线知识测试作为辅助评估形式,实施预评估并建立指导小组三条评估建议。全球数字素养框架及其评估研究的方法和经验值得我国借鉴。

   @article{0006,
     title = {培育学习者的数字素养——联合国教科文组织《全球数字素养框架》及其评估建议报告的解读与启示},
     author = {张恩铭 and 盛群力},
     journal = {开放教育研究},
     year = {2019},
     volume = {25},
     number = {06},
     pages = {58-65},
     doi = {10.13966/j.cnki.kfjyyj.2019.06.006}
   }

2. 基于认知负荷理论设计慕课

   陈欧昊 ,  杰夫·伍尔科特 ,  约翰·斯维勒 ,  张恩铭 , and  盛群力

   数字教育, 2019

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   大规模、开放的在线课程(慕课)是一种计算机辅助学习形式。它为无数参与者提供开放的互联网教育资源,然而有人却批评其整体质量和实用性。在建设慕课时,大多数开发者只在最低程度上,考虑人类认知架构及相关的教学设计原则。本文认为,认知负荷理论源于人类认知架构和进化教育心理学,可以为任何计算机辅助学习形式(包括慕课)提供理想的教学设计原则。本文首先概述这一理论,之后提出一些教学设计原则。在计算机辅助学习环境下,人可以据此设计在线学习,并找到教学设计的理论基础。

   @article{0005,
     title = {基于认知负荷理论设计慕课},
     author = {陈欧昊 and 杰夫·伍尔科特 and 约翰·斯维勒 and 张恩铭 and 盛群力},
     journal = {数字教育},
     year = {2019},
     volume = {5},
     number = {04},
     pages = {84-92}
   }

3. 数字化学习中运用多媒体(下)

   理查德·E.梅耶 ,  张恩铭 , and  盛群力

   数字教育, 2019

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   本文通过回顾12条基于研究的教学设计原则,说明了如何设计计算机辅助多媒体教学材料来促进学习。首先介绍了多媒体原则(根据五个对照实验得到的中值效应量为d=1.67),其主张在计算机辅助教学中,语词和图像同时呈现的效果比只呈现语词的效果要好。无关认知加工做的是和教学目标无关的事情。为了减少无关认知加工,提出的教学原则有聚焦要义(d=0.70)、标记结构(d=0.46)、控制冗余(d=0.87)、空间邻近(d=0.79)和时间邻近(d=1.30)。基本认知加工的功能在于对基本材料进行心理表征。为了调节基本认知加工,提出的教学原则有分段呈现(d=0.70)、预先准备(d=0.46)和双重通道(d=0.72)。生成认知加工的功能是为了建构材料的意义。为了促进生成认知加工,提出的教学原则有个性化(d=0.79)、人声化(d=0.74)和具身化(d=0.36)。部分原则有边界条件,例如有的原则对新手学习者比对专家学习者更有效。

   @article{0004,
     title = {数字化学习中运用多媒体(下)},
     author = {理查德·E.梅耶 and 张恩铭 and 盛群力},
     journal = {数字教育},
     year = {2019},
     volume = {5},
     number = {02},
     pages = {1-11}
   }

4. 基于证据的教学原则

   M·戴维·梅里尔 ,  张恩铭 , and  盛群力

   开放学习研究, 2019

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   梅耶在序中写到,"《剑桥多媒体学习手册》(1)(以下简称《手册》)的第二版……仍然是世界上第一本,也是最全面的一本多媒体学习研究综述"(参见英文原版第7页)。我对此深以为然。而且我想从更广泛的角度,来说明本书的重要性:本书是世界上最全面的有关教学原则的研究说明和综述。也许,本书最强大的地方,不仅在于其确立了一张全面的教学原则清单,而且在于其精心控制的实验...

   @article{0003,
     title = {基于证据的教学原则},
     author = {M·戴维·梅里尔 and 张恩铭 and 盛群力},
     journal = {开放学习研究},
     year = {2019},
     volume = {24},
     number = {01},
     pages = {60-62},
     doi = {10.19605/j.cnki.kfxxyj.2019.01.09}
   }

5. 数字化学习中运用多媒体(上)

   梅耶 理查德·E. ,  张恩铭 , and  盛群力

   数字教育, 2019

   Abs Bib

   本文通过回顾12条基于研究的教学设计原则,说明了如何设计计算机辅助多媒体教学材料来促进学习。首先介绍了多媒体原则(根据五个对照实验得到的中值效应量为d=1.67),其主张在计算机辅助教学中,语词和图像同时呈现的效果比只呈现语词的效果要好。无关认知加工做的是和教学目标无关的事情。为了减少无关认知加工,提出的教学原则有聚焦要义(d=0.70)、标记结构(d=0.46)、控制冗余(d=0.87)、空间邻近(d=0.79)和时间邻近(d=1.30)。基本认知加工的功能在于对基本材料进行心理表征。为了调节基本认知加工,提出的教学原则有分段呈现(d=0.70)、预先准备(d=0.46)和双重通道(d=0.72)。生成认知加工的功能是为了建构材料的意义。为了促进生成认知加工,提出的教学原则有个性化(d=0.79)、人声化(d=0.74)和具身化(d=0.36)。部分原则有边界条件,例如有的原则对新手学习者比对专家学习者更有效。

   @article{0002,
     title = {数字化学习中运用多媒体(上)},
     author = {理查德·E., 梅耶 and 张恩铭 and 盛群力},
     journal = {数字教育},
     year = {2019},
     volume = {5},
     number = {01},
     pages = {1-9}
   }

2018

1. 面向包容性世界的全球化能力

   加布里埃拉·拉莫斯 ,  安德烈亚斯·施莱谢尔 ,  张恩铭 , and  盛群力

   课程教学研究, 2018

   Abs Bib

   引言全球化带来了革新、新的经验和更高的生活水平,但同时也造成了经济不平等和社会分化。自动化和互联网商业模式在鼓励创业的同时,可能也降低了工作的稳定性和福利待遇。对一些人来说,跨境移民意味着他们具备往来大陆之间的能力。但对其他人来说,它却意味着逃离贫困和战争,以及在适应新生活的过程中的长期挣扎。面对日益增加的收入差距,消除紧张局势、重建...

   @article{0001,
     title = {面向包容性世界的全球化能力},
     author = {加布里埃拉·拉莫斯 and 安德烈亚斯·施莱谢尔 and 张恩铭 and 盛群力},
     journal = {课程教学研究},
     year = {2018},
     volume = {},
     number = {10},
     pages = {4-7}
   }