Research On Effects Of Worked-example Presentation Form And Cognitive Style On Mathematics Learning

Example learning in teaching becomes as teachers and students teaching and learning methods used. Effective example teaching is sample substantive issues in the teaching process. The main purpose of this study intended to base on individual differences cognitive style discuss the effect of senior high school using various worked-examples presentation ways on probability learning task.The study used experimental research method. The research object was two high school sophomore in Zhejiang Province. Cognitive style test plan is divided into field independence groups and field dependence groups. Teaching Experiment 1 is the implementation of the sample self-teaching. Based on two cognitive styles of students, this study discusses the effect of graphic separation's and graphics integration's worked-examples presentation ways on mathematics learning. Teaching Experiment 2 is select control class,which had 53 students, and implement the conventional example teaching. Compared with the experimental class and based on two cognitive styles of students, discusses the effect of self-learning sample's and lecture sample's worked-examples presentation ways on mathematics learning. The former uses 2×3 experimental design, the latter uses 2×2 experimental design. The instruments was" Cognitive style mosaic", trigonometric part of the learning and testing materials,and the information acquired was dealt with SPSS10.0 for Windows. After statistics analysis results show that:(1) Cognitive Style exist a certain influence mathematics achievement on high school students. Field independence group's grade was higher than field dependent group. (2) From the point of view the overall results of two cognitive styles of students, the results of with text + images presentation ways was higher than the other two presentation. The result of lecture sample was higher than self-learning sample. (3)Comparison of different cognitive style presentation of the results, learning transfer test scores were significantly different. With the field independent, the simple use of the image presentation of test scores was higher than using a text presentation of test scores. Self-learning sample and lecture sample were Not very different. With the field dependence, just use the text presentation of test results are higher than only using the image presentation of the test results, the result of lecture sample was significantly higher than self-learning sample. (4) Comparison of different presentation of the results of cognitive style, transfer learning of test scores are also significant differences. With the way of text + images and the way of simple image, the field independent of the results was higher than field dependent ones, but the way of the text groups, the field dependent of the results was higher than field independent students. With the way of self-learning sample, the results of the field independent was higher than field dependent. With the way of lecture sample, field dependence were significantly better than the field independent results.In a word, in this study, Field independence were significantly better than the field independent. Field independence prefer to text + image and self-learning sample. Field dependence are more preferred in text + images and the lecture teaching. Finally, according to research findings, this study made some teaching suggestions by teaching practice. Taking into account time, method and sample size limitations of the research, the conclusions need further verification.