The Primary Students' Worked-Example Learning About The Operation Rules

Worked-example learning is one of an effective way of self-regulated learning for students. Based on actual learning, this research had studied primary students' learning about rules of arithmetic operation by worked-example learning. Adopting whether there are operation step annotations and representing worked example alternating, the first experiment had researched 48 second Grade primary students' learning about the rules of the four fundamental admixture operations of arithmetic by operating worked examples. As a result, most of the second Grade primary students could learn the rules of the four fundamental admixture operations of arithmetic with brackets by worked examples, but the number of the second Grade primary students could learn the rules of the four fundamental admixture operations of arithmetic without brackets wasn't significant; operation step annotations had obvious effect on primary students' learning about the more difficulty rules of the four fundamental admixture operations of arithmetic, but had no obvious effect on primary students' learning about the easy rules of the four fundamental admixture operations of arithmetic; Primary students needed different quantities of worked examples when learning different difficulty operation rules. Adopting complete worked-examples or non-complete worked-examples, the second experiment had researched 180 sixth Grade pupils' learning about the rules of square error algebraic operation and perfect square algebraic operation by worked-example learning. Results showed that most of the subjects had difficulty to learn the rules of square error arithmetic operation by worked-example learning, and some subjects could learn the rules of perfect square arithmetic operation by worked-example learning; Feedback had positive effect on non-complete worked-example learning; The non-complete worked-example learning effects of different difficult rules of arithmetic operation were different; The complete worked-example learning effects were all better than the non-complete worked-example learning effects without feedback, the learning effects of the worked-example only deleted one step operation with feedback were better than the complete worked-example learning effects.