The Field Experimental Results Research On Multimedia Courseware Promoting Problem Representation For Pupils

In order to investigating the promoting effect of multimedia courseware on problem representation for primary school student, the research was developed from the perspective of "Educational technology Supporting Learners'inner psychology", and according to the research paradigm of "Discovering a problem , Analyzing a problem , Designing a proposal and solving a problem". First, on the basis of literatures we analyzed the formation mechanism of the problem representation, the forms of mathematical word-problems'problem representation, and then summed up the four main stages of mathematical word-problems'problem representation.Secondly, in the ways of questionnaires, individual interviews, and verbal protocol method etc, the research investigated the common forms of students'mathematical word-problems representation, and deeply analyzed the obstacles in representation'four stages of the obstacles, especially for the inferior students. Thirdly, according to the model of"technology-oriented instructional design", we designed and made a multimedia word problem material about "cylindrical surface". Further more, there were some brief descriptions of the courseware design effects in the experimental material in order to test the multimedia word problem material's facilitation.Finally, in the results validating phase, on the one hand, research carried situated tests for the top students, and confirmed the facilitation of multimedia word problem material about "cylindrical surface" for pupils. On the other hand, we investigated the material's facilitation in pupils'representation though testing all the top students and bad ones, and also analyzed the deference effect between the two type subjects in the four stages of representation. The main conclusions were drawn follow:(1) For the top students having stronger ability in problem representation, the multimedia material played a good role in the steps of representation, such as "Extraction of key words", "Better understand of the subject," "Connecting the subject scenario, refining the details".(2) For the bad ones, multimedia courseware had more prominent effect in promoting the validity of four-stages-representation.(3) The simulated-scene, diagrammatizing some core concepts, and all the visual designs in the multimedia courseware, had the vitally important effect, especially in pupils'external representation.