本研究着眼于大学物理静电场问题，研究了 50 名电磁学课程学生通过例题学习迁移，解决其同构问题时的表现。结果表明，同构问题中问题情境的变化会对学生例题学习迁移表现造成一定的影响。问题与例题的情境相似，则会有利于迁移，不相似则不利于迁移。而且通过进一步地研究发现，对于那些学生熟悉的知识，问题情境的变化对迁移表现的影响较小，而对于学生陌生的知识，问题情境的变化对迁移表现的影响较大。除此之外，本研究还对学生绘制电场线做了重点的研究，发现学生的表现普遍较差，相比于 E-r 图这样常见的物理图像，学生对于电场线图的绘制比较陌生，对于准确绘制电场线的方法和注意事项缺乏了解和学习，而且缺少绘制电场线的经验和实践。

 This study focuses on the problem of electrostatic fields in college physics, and studies the performance of 50 students in the electromagnetics course learning and transferring through example questions to solve their isomorphic problems. The results show that the change of the problem situation in the isomorphic problem will have a certain impact on the performance of the students' example learning transfer. If the situation of the problem is similar to that of the example problem, it will be conducive to migration, and dissimilarity will not be conducive to migration. Furthermore, through further research, it is found that for those knowledge which students are familiar with, the change of the problem situation has little effect on the migration performance, while for the knowledge which students are not familiar with, the change of the problem situation has a greater impact on the migration performance. In addition, This study also focused on the study of students drawing electric field lines, and found that students' performance is generally poor. Compared with common physical images such as Er diagrams, students are relatively new to drawing electric field lines, and they are not familiar with the method of accurately drawing electric field lines. And precautions lack understanding and learning, and lack of experience and practice in drawing electric field lines.