迁移是学习者已有的知识经验或态度影响其应对新问题情境或者新学习的现象。尽管迁移现象是存在的，但其产生受制于多种因素，因此有些研究者甚至否定迁移现象的存在，但大部分研究者试图突破原有迁移研究范式的局限，将其置于更为生态化、情境化的背景中来考察。双迁移研究范式的提出即是代表。双迁移范式不仅强调将已经学习到的知识“迁出”原来的情境，解决新情境中的问题，学以致用，而且还强调将习得的经验“迁入”到新的情境中，进行新的学习，学以致学，然后学以致用。既考虑“迁出”又考虑“迁入”的双迁移范式将学、用结合，在动态、开放、持续的学习过程中来考察迁移成效，不仅有助于探讨迁移产生的机制，揭示潜在的迁移现象及学习潜力，也能够为有效的教学设计及其实施提供依据，以提高学习者的可持续发展的迁移能力。不同类型的教学支架作为促进有效学习及问题解决迁移的一种教学方式，经常为教师所采用，也是研究者所关心的主题。但是，大多数研究者受限于传统的迁移测验范式，未能对不同类型的教学支架在不同的学习阶段中的作用进行动态的分析与考察，这不仅丧失、浪费了教学支架作用机制的过程性信息，也难以对学习过程及迁移发生的机制进行客观、全面的分析，并在一定程度上掩盖了已经产生的潜在的学习及迁移成效。本研究采用双迁移研究范式，试图揭示不同类型的教学支架在类比问题解决迁移中的作用机制。本研究采用双迁移研究范式，探讨了教学支架在类比问题解决中的作用机制。主要围绕三大问题展开研究：第一，教学支架（探索支架 vs 样例支架）对问题解决迁移的影响，即探讨探索学习支架是否比样例支架更容易产生学习的准备性。第二，探索支架与其他因素的交互作用对类比问题解决的影响，本研究主要探讨图式归纳、材料的特点等与探索支架的交互作用。第三，学习者已有的经验水平对上述三个变量作用的影响。具体实施了以下四个实验：实验一（N＝70人）考察了学习阶段的探索支架与样例支架及测验阶段的支架有无对不同学习材料相似程度的问题解决迁移的不同影响。实验二（N=40人）初步探讨了学习阶段的有图式归纳提示的探索支架与样例支架及测验阶段的支架有无对不同学习材料相似程度的问题解决迁移的影响。实验三（N=73人）探讨了学习阶段的有图式归纳提示的探索支架与有图式归纳提示的样例支架及测验阶段的支架有无对不同学习材料相似程度的问题解决迁移的不同影响。实验四（N=124人）增加了学习程度，并考察了在高学习程度时，学习阶段的教学支架、图式归纳及测验阶段的支架有无对不同学习材料相似程度的问题解决迁移的影响。研究结果发现：1．无论测验阶段是否有支架，都有样例学习支架的效果优于探索学习，无论何种材料相似性均有此结论。也即，探索组并未获得足够的准备性利用随后提供的资源。无论学习程度的大小时也均有此结论。不同经验水平者也均有此结论。2．尽管在测验阶段无支架时，有图式归纳提示的探索支架组的成绩低于样例支架组，但在测验阶段有支架时，有图式归纳提示的探索支架组的成绩却显著优于样例学习组。也即，有图式归纳提示的探索支架组表现出更好的“准备性”。且优势效果尤其体现在学习和测验材料相似性较低的两类远迁移上。3．当探索支架和样例支架中都辅以图式归纳提示支架时，如果学习程度较低则有：当测验阶段无支架时，样例支架组迁移成绩高于探索支架组；但当测验阶段有支架时，探索组成绩并未显著优于样例组。也即，与有图式归纳提示的样例组相比，有图式归纳提示的探索组并未表现出更高的准备性。无论高、低经验水平者均如此。4. 当探索支架和样例支架中都辅以图式归纳提示支架时，如果学习程度较高，测验阶段无支架时结果与前相似，如果测验阶段有支架，却有探索组成绩显著优于样例组。也即，与有图式归纳提示的样例组相比，有图式归纳提示的探索组表现出了更高的准备性，且越是已有经验水平低者此差异越显著。无论材料相似性如何均有此结论。

The knowledge or experiences could have effect on their problem solving or learning in a new institution，that is the transfer . However, the research of transfer always can not find the successful transfer because there are many factors which could have effect on the transfer, so the researchers begin to query the conception of transfer. Now, Situational/Genarative/PFL(prepare for future learning) transfer lead the research of transfer to a new time which taking both the “transfer in” and “transfer out” into account. That will be helpful for researchers examing the implicit /preparble knowledge which is one of the most important part in the real-life.As a teaching method, different types of teaching supports for effective learning and problem solving, often used by teachers, which is the subject of interest to researchers. However, most researchers was limited by the traditional paradigm of the transfer test, failed to find out what the effect of different types of teaching support on transfer in different learning stages was. As a result, they had lost a objective, comprehensive analysis on the learning process and the transfer mechanism, and to some extent masks some potential effectiveness of learning and transfer. In this study, double-transfer paradigm had been used to reveal the transfer mechanism.The research investigated on the effects of teaching support on problem solving transfer. There are three topics: first, effects of explore learning and worked-example learning on problem solving transfer to find whether explore learning could lead to the higher preparatory; second, the effects of the interaction of explore learning and other factors on problem solving transfer(in this research, the interaction of schema induction and material characteristics; third, the effect of experience of learner on problem solving transfer. There are altogether four experiments. Experiment one (N=70): the effects of explore learning and worked-example learning in the learning phase and the support in the test phase on problem solving transfer with different level of similarity. Experiment two (N=40): the effects of the explore learning with the schema induction prompts and the worked-example learning in the learning phase and the support in the test phase on problem solving transfer with different level of similarity. Experiment three (N=73): the effects of the explore learning with the schema induction prompts the worked-example learning with the schema induction prompts in the learning phase and the support in the test phase on problem solving transfer with different level of similarity. Experiment four (N=124): When they increase exercise capacity, the effects of the interaction of teaching support, schema induction in the learning phase and the support in the test phase and material character on on problem solving transfer with different level of similarity. The results showed: 1．Regardless of what teaching support was in the test phase, and what level of similarity was, explore learning can not improve the achievement of problem sloving transfer.That was to say, the students who had accepted the explore learning supports had not prepared well to make use of the support in the test phase. The result was true regardless of what the level of experience was and what the degree of learning was.2．Although the exploring learning group with the help of schema induction was lower than example group when there was not teaching support in the test phase, the effect in the group in combinations with exploration and schema induction was significant better than worked-example group. That was to say, with the help of schema induction ,the students who had accepted the explore learning supports had demonstrated better learning preparation.The dominate effect could be found especially in the two far-transfer which have higher diversity.3. With the help of schema induction, if the degree of learning was low, the result was :when there were not teaching support in the test phase, example group was higher than the exploring learning group, and, when there were teaching support in the test phase, there were not difference between the two groups. That was to say, with the help of schema induction, the students who had accepted the explore learning supports had not prepared well to make use of the support in the test phase. The result was true regardless of what the level of experience was.4. With the help of schema induction, if the degree of learning was high, the result was :when there were not teaching support in the test phase, example group was higher than the exploring learning group, however, when there were teaching support in the test phase, the effect in the group in combinations with exploration and schema induction was significant better than the group in combinations with worked-example and schema .That was to say, with the help of schema induction, the students who had accepted the explore learning supports had prepared well to make use of the support in the test phase. And the lower of the students’ experience level, the effect is larger. The result was true regardless of what the level of similarity was.