一元一次方程错误样例学习的实验研究

An experimental study on learning effect of erroneous examples learning of linear equation with one unknown

本文以183名初中一年级学生为研究对象,以一元一次方程的解法为实验材料进行了实验研究。考察错误样例的反馈方式和错误数量对错误样例学习效果的影响。结果表明:(1)对"正确样例和错误样例组合"的学习效果显著优于对"正确样例和正确样例组合"的学习效果;(2)对于包含一个错误的错误样例学习,"纠正错误"反馈方式的学习效果显著优于"解释错误"反馈方式的学习效果;对于包含两个错误的错误样例学习,"解释错误"和"纠正错误"两种反馈方式的学习效果没有显著差异;(3)在采取"纠正错误"反馈方式时,对"一个错误"的学习效果显著好于对"两个错误"的学习效果。

To examine the effect of erroneous examples used in traditional mathematical class,the author has made an experimental research to observe the impact of ways of presentation of erroneous examples and the number of errors contained in erroneous examples on students' learning effect by taking 183 Grade Seven students as the objects of study and"the solution of linear equation"as the experimental material.Conclusions are drawn as below.(1)Examples containing both "correct and erroneous examples"present noticeably better learning effect than that in combination of two correct examples.(2)As for learning of erroneous examples with only one error,"correcting errors"performs better than "explaining errors".In terms of erroneous examples including two errors,no significant differences are found between"explaining errors"and"correcting errors".(3)When further examining the influence of the number of errors on learning effect in the way of"correcting errors",the effect of"one error"overtakes that of"two errors".