解释的呈现方式对小学生数学样例学习的影响

The Impact of Presentation Modes for Explanations on Pupils' Mathematical Example-Based Learning

在样例学习中提供多少解释,以及如何提供这些解释一直是广大研究者关注的问题.以六年级小学生为被试,设计了解释全部呈现,按照学生的需求呈现,按照学生对空缺处补写的正误呈现3种方式.比较了这3种方式在学习效率和效果上的差异.结果表明:与解释全部呈现相比,按需呈现方式缩短了样例学习时间,提高了规则应用效果,但没有提高规则迁移效果;而按正误呈现方式缩短了样例学习时间,同时提高了规则应用和迁移效果.故按照学生对空缺处补写的正误,提供符合学生水平的解释是一种较为有效且高效的方式.

With regard to example-based learning, the much-debated questions were how many explanations should be provided, and what the optimal mode should be used to present them in order to support the robust learning. Thus, 6th-grade pupils were chosen as participants, the worked examples were designed by three presentation modes： 1） all explanation was presented; 2） the explanation was presented as learners＇ required 3） the explanation was presented only when pupils gave a wrong answer to certain gap. An experiment was carried out to compare the learning effects and efficiency of three presentation modes. The results revealed that： when compared with all presenting mode, presenting as required mode improved the applied effects with less leaning time, however no enhanced transfer effects were observed. When compared with all presenting mode, presenting on wrong mode also improved transfer with less learning time, meanwhile it the applied effects. Since it was the most effective and efficient mode, it was recommended to present explanations based on whether answers filled by pupils in the gaps were right or wrong.