Experiment Of Explicit Learning And Implicit And Explicit Collaborative Learning In Different Diiffculty Levels

In1967Reber concept study of the implicit learning for the first time.He pointed out that implicit learning is the process of an organism in contacting witheach other and the environment in the process of obtaining unconscious knowledge.Henceforth, the study of implicit learning more and more, and has become the mostpopular areas of current research. But a long time, the research on implicit learningfocused on the lab rather than natural conditions and classroom teaching.In the past, researchers mainly involved implicit learning and explicit learning todistinguish, to demonstrate the importance of implicit learning, while ignoring theimplicit and explicit learning can be used as a continuous attendant. This studyattempts to implicit learning and explicit learning at the same time the introductionof the Chinese classical Chinese in the teaching process, making two learning methodsmaximize their advantages.Based on different levels of difficulty learning material, explicit learning andimplicit and explicit collaborative learning has different effects.The independent variablesare different learning styles and different time. Meanwhile, the study needs to use threedifferent levels of cognitive resources questions:determine questions, sort questionsand rules summary questions as the dependent variable, exploring which is the moreappropriate method. Conclusions are summarized as follows:(1) For complex Chinese learning materials, implicit and explicit collaborativelearning scores are higher than the individual delaying explicit learning groupperformance, and the difference reaches a significant level.(2) For simple classical learning materials, implicit and explicit collaborativelearning group’s instant scores are higher than individual explicit learning group, butthe difference is not significant.(3) For complex classical learning materials, learning styles, and the main effects are significantly delayed manner. Under different learning styles, sort and rulessummary score differences are significant problems; in different ways delays, rulessummarize the significant differences in the performance problem.(4) For simple classical learning materials, learning styles, and the main effectsare significantly delayed manner, in different learning styles, rules summarize theresults of questions there are significant differences; and in different delays, determineand rules summary questions have significant difference.