Reduction Of Times, And The Effects Of Knowledge Acquisition For Elementary School

Mistakes are inevitable in learning process. Revising mistakesis an elementary activity in learning, which can help students toidentity and enhance their weak points. After correcting students’papers, teachers will ask students to revise mistakes repeatedly.However, how many revising times are most efficient? To studentswith different academic achievements, should they revisemistakes the same times? There is few studies focus on thesequestions, while teacher’s experience lacks scientific verification.Vocabulary revising and mathematics word problem revisingare common in school learning. In order to enrich relevantresearches on revising and provide references for drawing upflexible training programs for revising, this study investigates theeffect of different revising times and academic levels on revisingresults. The study contains two parts: the first experiment adoptsan4×2mixed design and includes50subjects from fifth grade,investigating the effect of four different revisingtimes(two/four/eight/ten) on vocabulary remembering for studentswith different academic levels; the second experiments adopts an3×2mixed design and includes57subjects from fifth grade,investigating the effect of three different revisingtimes(one/two/four) on mathematics word problems for studentswith different academic levels.The results are as follows:（1） Among the four conditions, the main effect of vocabularyremembering is significant. The remembering effect of revisingtwo times and ten times excels four times and eight times significantly, while the remaining has no significant differences.（2） Among the four revising times, the academic achievementhas significant effect on vocabulary remembering. Students withhigh academic achievement show better rememberingachievement.（3） Revising times and academic levels have a significantinteraction effect on vocabulary remembering. Revising times hasa significant simple effect both in students with high academicachievement and students with low academic achievement; theremembering effect of revising two times and ten times exceedsfour times significantly in students with high academicachievement; the remembering effect of revising two timesexceeds eight times and ten times significantly in students withlow academic achievement.（4） Revising times has significant main effect on mathematicsword problem. Revising four times has better learning effect thanrevising one time with marginal significance, while other timeshave no significance differences.Academic achievement has significant effect on mathematicsword problem solving, students with high academic achievementshow better revising effect than students with low academicachievement.