Affect Of Abundance Of Disciplinary Domain Knowledge Of Junior Middle School Students On Key Information Extraction And Interference Inhibition

The disciplinary domain knowledge is an important field in thepsychological study. It is the combination of the domain knowledge anddisciplinary teaching. The study of disciplinary domain knowledge isrelated to knowledge learning, working memory, cognitive strategies andteaching. However, it is not related to the information extraction andinterference information inhibition. The study takes the physicalteaching in junior middle school as the object, exploring the effect ofdisciplinary domain knowledge on them.The study makes up the Physics Disciplinary Domain Knowledge Test,investing the knowledge level of the students. The test is based on theconcept of disciplinary domain knowledge and three-dimensional knowledgestructure model of Ausube, regarding the physical knowledge in juniormiddle school as experimental material. It tests the depth, breadth andassociate degrees about the disciplinary domain knowledge. The score ofthe test is the basic of group division. After making up the test, thestudy explores the effect of disciplinary domain knowledge on informationextraction and interference information inhibition.The first study takes use of the paradigm of leaning-recognition,divided into two experiments. The first experiment is to explore theeffect of disciplinary domain knowledge and information location on thekey information extraction. The second experiment is to explore the effectof disciplinary domain knowledge and interference on the key informationextraction. The second study uses the eye movement to explore the richgroup and the poor group with the paradigm of expert-novice when theinterference exists or not. The third study combines the paradigm ofleaning-recognition and oddball, exploring the effect of disciplinarydomain knowledge and interference meaning on inhibition efficiency. The study explores the effect of disciplinary domain knowledge on inhibitionefficiency with paradigm of expert-novice by eye movement. It has twoexperiments. The first one is about the effect of disciplinary domainknowledge and interference meaning on inhibition efficiency, and thesecond one is about the effect of disciplinary domain knowledge andinformation location on it.The study gets some results.(1)The disciplinary domain knowledge canbe significant predictive to the efficiency of the information extractionand problem representation.(2) The disciplinary domain knowledge has aneffect on the interference inhibition, and the effect is in the behindinhibition.(3) The location of information can affect the efficiency ofkey information extraction and interference inhibition, and theefficiency is the best when the information is in the middle of theproblem.(4)The meaning of the interference is an important factor of keyinformation extraction and interference inhibition, but the effect isdifferent when the location of information changes. Based on the results,the study put forward to four strategies for physical teaching in juniormiddle school. They include improving the efficiency of teaching byconcept of disciplinary domain knowledge, focusing on the recognitionstrategies and characteristics of good students, changing the evaluationsystem of the students based on the knowledge characteristics andculturing the meta-cognitive ability of the students.