标题： 一个课程，其中在计算复杂的实践之前几周进行定性讨论，有助于提高学生的解决问题的能力 显示英文标题

标题： A class where qualitative discussions, coming weeks before computationally complicated practice, helps students' problem solving abilities

摘要： 心理学家早就知道，一个领域的专家不仅比新手掌握更多的具体事实/技能，而且这些事实/技能被组织成一种心理层次结构，将个体事实（位于层次结构的底部）与更大的、更全面的概念（位于层次结构的顶部）联系起来。 在2012年春季学期，加州大学戴维斯分校开设了4个班次（每个班次约180名学生）的入门物理第一学期课程，即物理9A，内容涵盖牛顿力学。其中有一个班次是“处理”组，在整个10周的课程中，前6周主要定性地介绍了全部的课程理念，之后的4周里，学生们学习如何运用这些理念来解决物理学家重视的代数复杂问题。其他三个班次则按常规组织。处理组和其他一个班次由作者教授，除了内容组织方式不同外，其余（相同的作业、讨论、讲座和实验）都相同。在控制了GPA以及力概念测验的前测分数后，以超过99%的置信度发现，处理组在期末考试中的得分更高。本文讨论了处理课程的一些课程细节。 显示英文摘要

摘要： Psychologists have long known that an expert in a field not only knows significantly more individual facts/skills than a novice but also has these facts/skills organized into a mental hierarchy that links the individual facts (at the bottom of the hierarchy) together with larger more-encompassing ideas (at the top of the hierarchy). In the Spring quarter of 2012, UC Davis offered 4 sections (about 180 students each) of the first quarter of introductory physics, Physics 9A, covering Newtonian mechanics. One of these sections is a "treatment" group and had the entire 10-week quarter's set of ideas introduced, largely qualitatively, in the first 6 weeks followed by the 4 weeks where students learn to use those ideas to solve the algebraically complicated problems that physicists prize. The other three sections were organized as usual. The treatment group and one of the other sections were taught by the author and were identical (same homework, discussion, lecture, and lab) except for the organization of the content. After controlling for GPA as well as Force Concept Inventory pretest scores, the treatment group was found, with better than 99% confidence, to score higher on the final exam. Some curricular details of the treatment class are discussed in this paper.