A Study On The Influence Of Reflective Examples On Mathematics Achievement Of Junior High School Students

As the validity of the worked-example learning is universally confirmed,the study of it is deepening.The purpose of this study is to explore the effect of the reflective worked-example on mathematics learning of junior high school students.On the basis of literature review,the influencing factors of mathematical worked-example design are systematically sorted and summarized,and the picture of it is obtained.It is found that the reflection is not considered in the design.Furthermore,the definition of reflective worked-example is given in combination with metacognitive theory and constructivism theory,and the contents of reflective worked-example design are discussed.The above studies the reflective worked-example from the theoretical point.In the experimental study,the experiment one,2×2×2 mixed design was used to investigate the effects of reflective worked-example on the transfer and cognitive load of learners with different mathematical ability.The experiment two studied the effect of the combination of reflective worked-example and different self-explanatory models on transfer and cognitive load.Two experiments were carried out in the case of self-study,using SPSS statistical analysis,the results show that:(1)For near transfer,the reflective worked-example or the non-reflective worked-example and mathematical ability had little effect.For far transfer,the worked-example type and the level of mathematical ability had an interactive effect.There was no significant effect of the worked-example type and the interaction between the worked-example type and the level of mathematical ability on cognitive load.(2)For near transfer,the reflective worked-example or the non-reflective worked-example and self-explanatory patterns had little effect.For far transfer,the worked-example type and self-explanatory patterns had an interactive effect.The main effect of the worked-example type on cognitive load did not reach a significant level,and the interaction between it and self-explanatory model also did not.