中国科学院心理研究所机构知识库

现代技工培训的心理模拟教学研究课题是根据我国工业领域新技术革命和传统产业革命对技工培训的新要求而提出的。通过对西方、苏联和我国技术培训心理学研究的沿革和现状的分析，研究者认为，我国技术培训研究存在的主要问题是忽视对技术能力的理论探讨，其具体表现为：宏观上对技术能力的结构、组成要素及其主从关系认识不明；微观上缺乏对技术能力形成规律的方法研究。为了探讨上述问题，本研究的整体构想是：随着现代科学技术的不断进步，工业领域的生产设备自动化程度日益提高，在劳动者的技术能力的各要素中，心智技能已愈来愈居主导地位。如果在技术培训中突出对心智技能的科学训练，将从整体上加速技术能力的形成。为此，本研究采用心理模拟教学的途径、手段和方法来实现这一构想。本研究是在生产设备自动化程度较高的北京手表厂进行的，含前期技工学校学员的培训研究共历时五年。本研究分为三个阶段、即三个子实验来进行：1）设计培训目标的现场研究；2）建立心理模型的实验研究；3）技工岗位培训的实验研究。

第一阶段设计阶段。研究目的是考察现代技工的技术能力结构，组成要素及其主从关系，并据此形成技工岗位培训的目标系统。首先，根据本研究有关技术能力的理论假说，提出了技工培训目标系统构想.然后，以北京手表厂手表生产线操作工为调查对象，通过工作机构分析、岗位职务分析、培训对象分析和目标差分析等相互关联的环节组成的设计过程，确定了需要接受培训的部门、人员及其培训内容.现场调查结果表明，在操作工的岗位职能中，诊断调节职能是影响产品质量、设备事故率的关键要素，而心智技能则对其具有直接的制约作用，应当列为培训目标设计的重点。据此，研究者设计出以心智技能为核心内容的多工位联动机操作工培训的定向目标网络系统，为后期培训实验的教材结构设计奠定了基础‘需要指出，这种设计方法虽能规定诊断调节职能的范围和要求，却难以揭示出培训所需的心智技能的内容和形成规律.

第二阶段建模阶段。实验目的是揭示出存在于专家、高级技师头脑中的心智技能的内容及其形成规律，从而建立专家诊断生产活动的心理模型.研究者采用心理模拟法，即在人机系统中先建立物理模型，通过专家与物理模型呈现的问题情境交互作用的过程分析、再建立心理模型的方法来达到上述目的.为此，研究者与有关科技人员首先研制出能呈现和消除手表零件加工活动中各种问题的心理一教学模拟器，然后，以该物理模型为实验仪器，邀请5名高级技师诊断其呈现的零件加工活动的典型问题，进行了口语报告的实验研究。通过口语记录分析技术探索专家解决同题的过程后，创拟了诊断人一自动机床系统生产活动的智力活动模式、即M-AMS模式及其定向类型(类别特征)。然后，还调查分析了专家决策时的模糊评判趋势，并尝试应用汇编栅格法对比了专家与普通技工在因果分析方面所表现出的认知特征的差异。根据本实验结果，研究者通过编制心理诊断程序图式、心理诊断指导卡和因果分析表，建立了反映夹板类零件加工生产线及其各工序专家诊断心智技能的心理模型。此外，专家心智技能外化过程的研究结果还为培训过程(即课堂培训模式)的设计提供了依据。

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The research of psycho-simulation training on modern operators was raised with the new demands of the technological revolution and the revolution in traditional industries in China. Having reviewed the history and current situation about psychological researches in personnel training in West, Soviet Union, developing countries, including China, the author hold that the principal problems in perssonel technical training in China was that the theoretical exploration of technical ability was neglected. It was, in macroscope, not know ledged to the structure, elements and interrelation ships of technical ability and, in microscope, seldom studied on the law of the formation of technical ability.

For the solution of the above problems, the overall conception of this research was designed as follows. The intellectual skill plays a more and more important role in elements of technical abilities of workers due to the ever greater progress in modern science and technology, the higher automatic degree in industry. If the intellectual skill in training was emphasiged, the formation of technical ability in whole would be accelerated. For this purpore, the research adopted psycho-simulation method to realize the conception.

This research has been conducted in Beijing Watch Factory which has relatively higherlevel of automation in China. The research lasted five years. It consisted of three stages or three sub-experimentsahe field study for the design of training goal; the experimental study for establishing psychological model and the experimental study of psycho-simulation training on operators.

First stage: design stage. The research goal was to investigate the structure, elements of the technical ability and interrelationships, and then to construct the training goal system in operation position. First, we put forwarded the conception of the training goal sestem according to our theoretical bypothese about technical ability: After that, we sampled the desingned program including work organizational anylysis, positional job analysis; trainees analysis and goal difference analysis for the need assessments of the organization, operators who need training and training contents in Beijing Watch Factory. The results of the field investigation were that the diagnose-adjustment function is the most important factor in positional functions of operator. It influnces the quality of production and accident ratio of equipments, and was restricted by the intellectual skill, So we must design the intellectual skill in goal system as the most important element. In view of the above, researcher designed the training goal net system, in which intellectual skill was the key element, it is fundamental for later positional training contents. There is a weakness in this method in that the internal Iaw of lntellectual skill formation is not demonstrated.

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