教师资格考试中学教育知识与能力章节考点(4.4)（teacher qualification examination, middle school education, knowledge and competence, chapter 4.4）

教师资格考试中学教育知识与能力章节考点44（TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER44）TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER44THEFOURTHSECTIONISLEARNINGTRANSFERIOVERVIEWOFMIGRATION1THEMEANINGOFLEARNINGTRANSFERTRANSFEROFLEARNINGISAKINDOFSTUDYONTHEIMPACTOFANOTHERKINDOFLEARNING,THATISINAKINDOFKNOWLEDGE,SKILLSANDATTITUDESINTHECONTEXTOFKNOWLEDGE,SKILLSANDATTITUDESINANOTHERSITUATIONINTHEAFFECTEDINADDITION,THEUSEOFTHEKNOWLEDGEANDSKILLSTOSOLVETHEPROBLEMALSOINCLUDESTHETRANSFEROFLEARNINGTHEMIGRATIONISNOTONLYTHEPREVIOUSLEARNINGEFFECTONLATERLEARNING,BUTALSOTOINFLUENCESUBSEQUENTLEARNINGONPREVIOUSLEARNINGTWOTYPESOFMIGRATION1,POSITIVETRANSFER,NEGATIVETRANSFERANDZEROTRANSFERACCORDINGTOTHEDIFFERENTNATUREOFMIGRATION,THEMIGRATIONEFFECTOFDIFFERENTDIVISIONOFLEARNINGTRANSFERISDIVIDEDINTOPOSITIVEANDNEGATIVETRANSFER,POSITIVETRANSFERREFERSTOAKINDOFLEARNINGAPOSITIVEEFFECTONANOTHERKINDOFSTUDY,PRODUCETHELEARNINGEFFECTTHENEGATIVETRANSFERREFERSTOBETWEENTWOKINDSOFLEARNINGMUTUALINTERFERENCE,ZEROBARRIERSTRANSFERREFERSTOASTUDYONANOTHERKINDDOESNOTHAVEAPOSITIVEIMPACT,ALSODOESNOTHAVEANEGATIVEIMPACT2HORIZONTALMIGRATIONANDVERTICALMIGRATIONACCORDINGTOTHEMIGRATIONOFDIFFERENTCONTENTSOFABSTRACTIONANDGENERALIZATIONLEVELDIVISION,TRANSFERISDIVIDEDINTOHORIZONTALMIGRATIONANDVERTICALMIGRATIONSTUDYHORIZONTALMIGRATIONOFLATERALMIGRATIONALSOREFERSTOTHEINTERACTIONOFTHESAMELEVELOFGENERALIZATIONEXPERIENCE4THEVERTICALMIGRATIONALSOCALLEDVERTICALMIGRATION,WHICHISTHEMUTUALINFLUENCEBETWEENDIFFERENTLEVELSOFGENERALIZATIONEXPERIENCESPECIFICALLYISAHIGHLEVELOFGENERALIZATION,THEEXPERIENCEWITHTHEMUTUALINFLUENCEBETWEENTHELOWERLEVELOFTHEGENERALIZATIONOFEXPERIENCETHEVERTICALMIGRATIONINTWOASPECTSONEISTHEBOTTOMOFTHETRANSFER,TWOISATOPDOWNMIGRATION3GENERALTRANSFERANDSPECIFICTRANSFERACCORDINGTOTHEDIFFERENTCONTENTSOFMIGRATIONANDDIVISION,TRANSFEROFLEARNINGISDIVIDEDINTOGENERALANDSPECIFICMIGRATIONMIGRATIONGENERALMIGRATIONMIGRATION,ALSOKNOWNASTHECOMMONNONSPECIALMIGRATION,ISAKINDOFLEARNINGINTHEACQUISITIONOFGENERALPRINCIPLE,METHODS,STRATEGIESANDATTITUDESTOMIGRATETOANOTHERKINDOFLEARNINGTHESPECIFICMIGRATIONALSOCALLEDSPECIALMIGRATION,REFERSTOTHESPECIALTHESPECIFICEXPERIENCE,ASTUDYINTHEACQUISITIONOFDIRECTTRANSFERTOANOTHERKINDOFLEARNING,ORTHROUGHSOMEELEMENTSOFTHERECOMBINATIONOFTOMIGRATETOTHENEWSITUATION4ASSIMILATIVEMIGRATION,ADAPTIVEMIGRATIONANDRECOMBINANTMIGRATIONACCORDINGTOTHEINTERNALPSYCHOLOGICALMECHANISMFORTHEMIGRATIONPROCESSOFDIFFERENTDIVISION,TRANSFEROFLEARNINGISDIVIDEDINTOASSIMILATIONOFMIGRATION,MIGRATIONANDREORGANIZATIONOFCOMPLIANCETRANSFERASSIMILATIVETRANSFERMEANSDOESNOTCHANGETHEORIGINALCOGNITIVESTRUCTURE,COGNITIVEEXPERIENCEDIRECTLYTOTHEORIGINALAPPLICATIONTOACLASSOFESSENTIALCHARACTERISTICSOFTHINGSINTHESAMETOTHEORIGINALCOGNITIVESTRUCTURENOSUBSTANTIVECHANGESINTHEMIGRATIONPROCESS,JUSTGETAFULLCOMPLIANCEMIGRATIONREFERSTOTHEAPPLICATIONOFTHEORIGINALCOGNITIVEEXPERIENCEINNEWSITUATION,NEEDTOADJUSTTHEORIGINALEXPERIENCEOREXPERIENCEOFOLDANDNEWTOBESUMMARIZED,THEFORMATIONOFAHIGHERLEVELOFCOGNITIVESTRUCTURETOACCOMMODATETHENEWEXPERIENCE,INORDERTOADAPTTOTHECHANGESINTHEOUTSIDEWORLDTHERECOMBINANTTRANSFERREFERSTOTHERECOMBINATIONOFSOMEELEMENTSORCOMPONENTSINTHEORIGINALCOGNITIVESYSTEM,ADJUSTINGTHERELATIONSHIPAMONGTHECOMPONENTSORTHEESTABLISHMENTOFANEWRELATIONSHIP,WHICHAPPLIEDTOTHENEWSITUATIONINTHEPROCESSOFRESTRUCTURING,THEBASICEXPERIENCETHECOMPOSITIONISCONSTANT,BUTTHERELATIONBETWEENTHECOMPONENTSHASCHANGED,THATIS,TOADJUSTORRECOMBINE5,FORWARDMIGRATIONANDREVERSEMIGRATIONFROMTHEPOINTOFVIEWOFMIGRATION,MIGRATIONCANBEDIVIDEDINTOFORWARDANDBACKWARDMIGRATION,WHICHREFERSTOTHEINFLUENCEOFPRIORLEARNINGONSUBSEQUENTLEARNINGREVERSETRANSFERISTHEINFLUENCEOFSUCCESSIVELEARNINGONPRIORLEARNINGTHREETHEROLEOFMIGRATION1FORTHETRANSFERCANPROMOTETOIMPROVETHEABILITYTOSOLVEPROBLEMSTHEULTIMATEGOALOFLEARNINGISTOBEAPPLIEDTOPRACTICALKNOWLEDGEANDEXPERIENCEINDIFFERENTKINDSOFSITUATIONSINTHESCHOOLSITUATION,MOSTOFTHEPROBLEMISREALIZEDTHROUGHMIGRATION,MIGRATIONISACONCRETEMANIFESTATIONOFSTUDENTSPROBLEMSOLVINGTHESCHOOLWILLTHEKNOWLEDGEANDSKILLSTOSOLVEPRACTICALPROBLEMSOUTSIDE,ITALSODEPENDSONTHEMIGRATION2,MIGRATIONISANEFFECTIVEWAYTOGENERALIZEANDSYSTEMATIZETHEACQUIREDEXPERIENCE,ISTHEKEYABILITYANDCHARACTERFORMATION,MIGRATIONISAKEYLINKTOTRANSFORMKNOWLEDGE,SKILLSANDBEHAVIORNORMSTOACQUISITIONABILITYANDCHARACTERONLYTHROUGHEXTENSIVEMIGRATION,THEORIGINALEXPERIENCETOREFORM,TOSUMMARIZEANDSYSTEMATIZE3MIGRATIONHASANIMPORTANTGUIDINGROLEFORLEARNERS,EDUCATORSANDRELATEDPERSONNELTRAININGTHEMIGRATIONWILLHELPGUIDEANDIMPROVETEACHINGEFFECT,PROMOTESTUDENTSTOLEARNMOREEFFECTIVELYTHEEFFECTIVEAPPLICATIONOFTHETRANSFERPRINCIPLE,LEARNERSCANINTHELIMITEDTIMETOLEARNFASTERANDBETTER,ANDINTHEAPPROPRIATECONTEXT,ACTIVEACCURATEAPPLICATIONOFTHEORIGINALEXPERIENCE,TOPREVENTTHEINERTINGEXPERIENCETWO,LEARNTHEBASICTHEORYOFMIGRATION1EARLYMIGRATIONTHEORY1FORMTRAININGTHEORYFORMALTRAININGISTHEFACULTYOFPSYCHOLOGYREPRESENTEDBYWOLFBASEDONLEARNING,APHENOMENONFIRSTEXPLAINEDMIGRATIONISTHEMENTALFACULTIESTOGETTHETRAININGANDDEVELOPMENTOFFUNCTIONALTRAININGRESULTS,ASOFMUSCLETRAININGATTENTIONANDMEMORYFACULTIESAREAVAILABLETHROUGHVARIOUSFORMSOFTRAININGANDENHANCED,ANDAUTOMATICALLYMIGRATETOOTHERFORMSOFTRAININGACTIVITIESTHATMIGRATIONISUNCONDITIONALANDAUTOMATICFORFUNCTIONALTRAINING,THEKEYISNOTTHECONTENTOFTHETRAINING,BUTTHETRAININGFORM,BECAUSETHECONTENTISOFTENEASYTOFORGET,THEEFFECTISTEMPORARY,BUTTHEFORMISPERMANENTFORMALTRAININGHASBEENPOPULARINEUROPEANDAMERICAFORNEARLY200YEARSBECAUSEOFITSLACKOFSCIENTIFICBASIS,ITHASAROUSEDSUSPICIONANDOPPOSITIONFROMSOMERESEARCHERS2,THESAMEELEMENTSAIDTHORNDIKESAIDTHATTHESAMEFACTORS,ASTUDYHASONANOTHERLEARNINGEFFECT,ISTHATTHEYHAVETHESAMEELEMENTSTHENTHEWOODWARTHSAIDTHESAMEELEMENTSINSTEADOFCOMMONELEMENTS,ISACOMMONOCCURRENCETOCOMPONENTMIGRATIONINTWOKINDSOFACTIVITIESTHESAMEELEMENTSOFTHORNDIKESAIDATTHETIMEOFTHEEDUCATIONSECTORHASPLAYEDAPOSITIVEROLE,MAKETHESCHOOLOUTOFTHATINTHEFORMOFTRAININGUNDERTHEINFLUENCEOFNOTCONSIDERINGTHEACTUALLIFETOFOCUSONLYONTHEFORMOFTRAININGTEACHINGINTHECOURSEOFTHESOCALLED,BEGANTOPAYATTENTIONTOPAYATTENTIONTOTHEAPPLICATIONSUBJECT,TEACHINGCONTENTARRANGEMENTASFARASPOSSIBLEANDTHEFUTUREAPPLICATIONOFCOMBININGBUTTHESAMEELEMENTSPROPOSEDBYTHORNDIKESAIDISACTUALLYSTARTINGFROMTHECONNECTIONISTVIEW,ONLYREFERSTOTHEELEMENTSOFLEARNINGCONTENTINONETOONECORRESPONDENCE,THESOCALLEDCOMMONSTIMULUSRESPONSEASSOCIATION,ANDFAILEDTOFULLYCONSIDERTHEINTERNALCHANGESOFLEARNINGPROCESS,ANDTHEREFOREFAILEDTOREVEALTHETRUEESSENCEOFDEEPMIGRATION3,THETHEORYOFEMPIRICALGENERALIZATIONTHEREPRESENTATIVEEXPERIENCETHEORYISTHEAMERICANPSYCHOLOGISTJUDDTHISTHEORYISBASEDONJUDDINTHEI908YEARSOFTHE“UNDERWATERSTRIKETARGET“CLASSICEXPERIMENTSEXPERIENCETHEORYBELIEVESTHATTHEGENERALPRINCIPLEANDEXPERIENCEISTHEKEYTOMIGRATION,MIGRATIONDEPENDSONTHEGENERALPRINCIPLEOFTHERELATIONSHIPBETWEENTHEUNDERSTANDINGOFMEMORYINTHENEWSITUATIONTHEROLEOFTHEPRINCIPLEOFLEARNINGMORETHOROUGHLY,TOTHENEWSITUATIONADAPTABILITYISSTRONGER,THEMIGRATIONISBETTERTRANSFERISTHEKEYTOLEARNERSARESUMMEDUP,ANDTWOKINDSOFACTIVITIESHAVETHECOMMONPRINCIPLEORGENERALIZEDEXPERIENCEEXPERIENCETHEORYEMPHASIZESTHEROLEOFTHEGENERALEXPERIENCEOFMIGRATION,EMPHASIZINGTHEPRINCIPLEOFUNDERSTANDING,WHICHISMORETHANTHESAMEELEMENTSHAVEPROGRESSBUTGENERALIZATIONTHEEXPERIENCEISONLYONEOFTHEEFFECTSOFMIGRATIONOFTHECONDITIONSOFSUCCESS,ANDNOTALLTHEMIGRATION4,THETHEORYOFRELATIONSHIPTRANSFORMATIONTHEREPRESENTATIVEOFTHISTHEORYISTHEGESTALTPSYCHOLOGISTS,SUPPORTTHETHEORYOFCLASSICEXPERIMENTSISCOHLERL929DOTHECHICKENFEEDINGEXPERIMENTGESTALTSTRESSEDINSIGHTISADECISIONOFTHETRANSFEROFLEARNINGFACTORSTHEYPROVETHATSUBSTANTIVEMIGRATIONPRODUCESISTHEINDIVIDUALUNDERSTANDINGTHERELATIONSHIPBETWEENTHINGSLEARNINGEXPERIENCECANTRANSFERTHEWHOLEDEPENDINGONTHERELATIONSHIPBETWEENTHEVARIOUSELEMENTSCANUNDERSTANDTHERELATIONSHIPBETWEENTHEABILITYTOUNDERSTANDTHEPRINCIPLEANDPRACTICALTHINGSTHEINDIVIDUALCANFINDTHERELATIONSHIPBETWEENTHINGS,THEMOREABLETOGENERALIZE,PROMOTION,TRANSFERISALSOMORECOMMONTWOMODERNTRANSFERTHEORY1AUSUBELSTHEORYOFCOGNITIVESTRUCTUREAMERICANEDUCATIONALPSYCHOLOGISTAUSUBELPROPOSEDCOGNITIVESTRUCTURETHEORY,ARGUESTHATANYMEANINGFULLEARNINGISCARRIEDOUTONTHEBASISOFPASTLEARNING,MEANINGFULLEARNINGINAMIGRATIONTHEORIGINALCOGNITIVESTRUCTURECLARITY,STABILITY,GENERALITY,INCLUSIVENESS,COHERENCEANDAUTHENTICITYANDOTHERCHARACTERISTICSAREALWAYSAFFECTNEWLEARNINGTOOBTAINANDMAINTAINTHISTHEORYREPRESENTSFROMTHECOGNITIVEPERSPECTIVETOEXPLAINAMAINSTREAMMIGRATIONFOLLOWINGTHE2AFTERTHEINDEPTHSTUDYONTHEMIGRATIONOFAUSUBEL,RESEARCHERS1EMPHASIZESTHEROLEOFCOGNITIVESTRUCTUREINTHEMIGRATIONTHEORYTHISKINDOFVIEWADVOCATESTHATCERTAINELEMENTSINTHECOGNITIVESTRUCTUREARETHEBASICCONDITIONTHATDETERMINESWHETHERMIGRATIONCANOCCURTAKINGANDERSONANDOTHERPEOPLEASREPRESENTATIVES,THEAUTHORTHINKSTHATIFTHEREAREPRODUCTIVECROSSOROVERLAPPINGINTHETWOSITUATIONS,THETRANSFERCANBEPRODUCEDPRODUCTIONISTHEBASICCOMPONENTOFCOGNITION,ANDAPRODUCTIONISACONDITIONANACTIONRULEACCORDINGTOGATEL,JIGETALASTHEREPRESENTATIVEOFTHATSTRUCTURE,AROUNDTWOINTHECONTEXTOFINTERNALRELATIONSANDCONTACTCHARACTERISTICSISONEOFTHEKEYCOMPONENTSOFMIGRATION,ANDSURFACECHARACTERISTICSAREOFNOGREATIMPORTANCEIFTHESTRUCTURECHARACTERISTICSOFTWOKINDSOFSITUATIONSBEFOREANDAFTERTHEMATCHORTHESAME,GAVEBIRTHTOTHEMIGRATION2EMPHASIZETHEINFLUENCEOFTHEINTERACTIONOFTHEEXTERNALENVIRONMENTANDTHESUBJECTONTHETRANSFERTHETHEORYHOLDSTHATMIGRATIONISDETERMINEDBYTHEEXTERNALPHYSICALENVIRONMENT,SOCIALENVIRONMENTANDSUBJECTIVEFACTORSTHETHEORYEMPHASIZESTHATSOCIALINTERACTIONANDCOOPERATIVELEARNINGCANPROMOTETHEGENERATIONOFMIGRATION3THECHARACTERISTICSOFMODERNTRANSFERTHEORYONTHETRADITIONALANDMODERNMIGRATIONRESEARCH,STUDYONTHEMIGRATIONISTHETRADITIONALMACROANDTHICKLINESANDSTUDYONMIGRATIONOFMODERNISMOREMICROCOSMICANDMETICULOUS,PAYMOREATTENTIONTOTHECOGNITIVECHARACTERISTICSOFMIGRATION,THECOGNITIVECOMPONENTANDMIGRATIONPROCESSOFMIGRATIONCANOCCURONTHEINNERMECHANISMHASBEENANALYZEDDEEPLYTHIS,PROMOTEANDDEEPENTHERESEARCHOFTRANSFER4,THEESSENCEOFMIGRATIONTHEMIGRATIONISESSENTIALLYAPROCESSOFINTEGRATIONOFOLDANDNEWEXPERIENCE,INTEGRATIONISTHEINTEGRATIONOFOLDANDNEWPHENOMENONOFEXPERIENCE,THROUGHANALYSIS,SYNTHESIS,ABSTRACTIONANDGENERALIZATIONOFCOGNITIVEACTIVITIES,THEINTERACTIONBETWEENNEWANDOLDEXPERIENCE,THUSFORMINGANINTEGRATEDSTRUCTURE,INTHESYSTEM,ACOMPLETESYSTEMOFPSYCHOLOGICALSTABILITYREGULATINGACTIVITIESINFUNCTIONTHREE,TRANSFERANDTEACHINGONTHEONEHAND,ITISONEOFTHEMAINGOALSOFEFFECTIVETEACHINGTOENABLESTUDENTSTOHAVETHEGREATESTDEGREEOFMIGRATIONONTHEOTHERHAND,THEREALANDEFFECTIVETEACHINGMUSTBEBASEDONTHELAWOFMIGRATION1THEMAINFACTORSAFFECTINGMIGRATION1SIMILARITYOFLEARNINGTASKSTHESIMILARITYOFTHESIZEOFTHEMAINCOMPONENTSISACOMMONTASKINTWOWITHTHEDECISION,ACOMMONCOMPONENTOFMANYWILLHAVEGREATSIMILARITIES,ANDLEADTOTHERESULTOFTRANSFERACOMMONCOMPONENTISNOTONLYALEARNINGMATERIALSSUCHASSTIMULATIONINLEARNINGENVIRONMENT,LEARNINGOUTCOMESSUCHASCLUES,REACTION,LEARNINGPROCESS,LEARNINGTHEGOAL,ALSOISTHEATTITUDE,EMOTIONANDSOONTHEMIGRATIONGENERATEDBOTHBYTHEOBJECTIVESIMILARITYEFFECT,BUTALSOBYSUBJECTIVESIMILARITY1STUDYTHESIMILARITYOFMATERIALSACLASSICSTUDYISACTUALLYLEARNINGMATERIALSSIMILARINMIGRATIONINVITROSAIDTHESAMEELEMENTSOFTHORNDIKEJAKEANDHOLLYYORKETHINKTHATLEARNINGMATERIALSIMILARITYINCLUDESTWOKINDSSTRUCTURALCHARACTERISTICSOFSIMILARSURFACECHARACTERISTICSARESIMILAR2CONSISTENCYBETWEENLEARNINGGOALANDLEARNINGPROCESSWHETHERTHEREQUIREMENTSARECONSISTENTORSIMILARWILLDETERMINE,TOSOMEEXTENT,WHETHERTHEPROCESSINGPROCESSISSIMILAR,ANDTHENDETERMINEWHETHERTHEMIGRATIONCANOCCUR2ORIGINALCOGNITIVESTRUCTURETHECHARACTERISTICSOFTHEORIGINALCOGNITIVESTRUCTUREDIRECTLYDETERMINETHEPOSSIBILITYOFMIGRATIONANDTHEEXTENTOFMIGRATIONTHEIMPACTONMIGRATIONISMAINLYMANIFESTEDINTHEFOLLOWINGASPECTS1IFALEARNERHASTHECORRESPONDINGBACKGROUNDKNOWLEDGE,WHICHISABASICPREREQUISITEOFMIGRATIONTHEEXPERTHASSTRONGABILITYOFMIGRATION,ONEOFTHEREASONSISTHATTHEYHAVETOSOLVEAPROBLEMOFTHERICHBACKGROUNDORCOGNITIVESTRUCTUREBUT,SOMETIMES,EVENTHOUGHINDIVIDUALSHAVETHEEXPERIENCETHEYNEEDTOMIGRATE,THEYCANNOTBEACTIVELYAPPLIEDBYLEARNERS,ANDTHEYAREINANINERTSTATEINTHEMIND,ANDTHEREFORENOTCONDUCIVETOMIGRATION2GENERALLEVELOFORIGINALCOGNITIVESTRUCTUREISVERYIMPORTANTTOTRANSFERTHEROLEINGENERAL,THEHIGHERTHELEVELOFGENERALEXPERIENCE,THEGREATERTHEPOSSIBILITYOFMIGRATION,THEEFFECTISBETTERBUTIFFROMTHECONCRETEEXAMPLESOFISOLATIONANDSTUDYTHEABSTRACTCONCEPT,PRINCIPLE,TOACERTAINEXTENTISNOTCONDUCIVETOTHEEFFECTIVEMIGRATION3WHETHERLEARNERSHAVECORRESPONDINGCOGNITIVESKILLSORSTRATEGIES,ASWELLASMETACOGNITIVESTRATEGIESTHATREGULATEANDCONTROLCOGNITIVEACTIVITIES,ALSOAFFECTTHEGENERATIONOFMIGRATIONTOSTUDYANDSET3TOSETANDOFTENREFERSTOTHESAMEKINDOFPHENOMENON,AKINDOFPOWERTOSTATETHATPRECEDECERTAINACTIVITIESANDTOTHEACTIVITIESOFTHE“CUPOFWATERLUHUTCHINS“EXPERIMENTSETINFLUENCEMIGRATIONOFATYPICALEXAMPLEGENERALEFFECTSONMIGRATIONPERFORMANCEINTOTWOTYPESPOSITIVEANDNEGATIVESTEREOTYPEWILLHAVEAPOSITIVEIMPACTTOSOLVETHEPROBLEM,SOLVETHEPROBLEMOFPROCESSMIGRATIONTOTHEBACKOFTHEFRONTCANMAKETHEBACKPROBLEMSOLVINGSPEED,THEPROBLEMBECOMESEASIERANOBVIOUSNEGATIVEEFFECTOFSTEREOTYPEISAFUNCTIONOFTHESOLIDPSYCHOLOGICALTENDENCYOFAFUNCTION,ROLETHATENDOWOBJECTSWHATISTHESETOFPOSITIVEORNEGATIVEEFFECTSONMIGRATIONITDEPENDSONMANYFACTORS,BUTTHEKEYISTOMAKELEARNERSFIRSTAWAREOFTHISDUALITYTHINKING,CONCRETEANALYSISOFLEARNINGSITUATION,NOTONLYTOCONSIDERHOWTOMAKEFULLUSEOFPOSITIVETHINKINGANDPROBLEMSOLVINGATTHESAMETIME,BUTALSOTOBREAKTHERIGIDSETHASBEENFORMED,SOLVETHEPROBLEMFLEXIBLYANDCREATIVELYAGE,INTELLIGENCE,LEARNINGATTITUDE,TEACHINGGUIDE,OUTSIDEHELPAREINDIFFERENTINFLUENCESONTHEMIGRATION4LEARNINGGUIDANCETHELEARNINGGUIDEINCLUDESGUIDANCETEACHERSANDSTUDENTSSELFINSTRUCTION,TWOTYPESOFGUIDANCEWILLAFFECTTHEMIGRATIONASLONGASTHECORRECTGUIDANCE,INLINEWITHTHECHARACTERISTICSOFSTUDENTSANDTHERULESOFLEARNING,SUPERVISEDLEARNINGCANREDUCETHENEGATIVEINFLUENCEOFTHENEGATIVETRANSFER,POSITIVETRANSFERINCREASEOPPORTUNITIESTWOHOWTOPROMOTETHETRANSFERINTEACHING1SELECTMATERIALSTOENABLESTUDENTSTOMASTERALOTOFUSEFULEXPERIENCEINTHELIMITEDTIME,THETEACHINGCONTENTMUSTBESELECTEDINTHESELECTIONOFTEACHINGMATERIALS,WEMUSTATTACHIMPORTANCETOLEARNINGBASICKNOWLEDGE,WHICHWESHOULDPAYATTENTIONTOTHEBASICTEACHINGINTEACHINGSECONDLYTOHIGHLIGHTTHEKEYCONTENTSESPECIALLYTH