The Research Of The Self-explanation Strategy Effect On Concept Learning

Since Chi(1989)first proposed the self-explanation effect in the study of exemplar learning,self-explanation has become a research field for less than thirty years,and it belongs to a new research.Self-explanation is a hot topic in foreign countries.Researchers consist of scholars not only in the field of education,but also in the field of psychology,but a few scholars in China have studied self-explanation.The self-explanation research began with its effect and function mechanism,and has been extended to applied research of teaching practice.Many studies have come to the conclusion that self-explanation can promote learning in the concept and procedural field.On the basis of the former researches,this paper verifies the effect of self-explanation in the learning of physical concepts.The innovation of this paper is to design a self-explanation classroom teaching method:Self-explanation Strategy,and use it as independent variable to conduct group experiments.The three experimental hypotheses in this paper are verified through comparisons between groups and in groups,as following:1.The level of self-explanation is positively related to the level of previous knowledge.2.Self-explanation Strategy can promote learner s' self-explanation into a high quality.3.Self-explanation can promote the learners to grasp the concepts.Through the analysis of the data like,pretest,instant post test,delayed post test,the following results are obtained:Firstly,there is a significantly positive correlation between self-explanation scores and pretest scores,namely the level of self-explanation is positively related to the level of previous knowledge,indicating a learner of a high level of previous knowledge has a high level of self-explanation,a learner of a low level of previous knowledge has a low level of self-explanation.Secondly,with the increase of the experimental intervention frequency,the quality of self-explanation is also increased gradually,illustrating that using Self-explanation Strategy can stimulate and promote students' self-explanation.Thirdly,by using the self-expl.anation strategy,the instant post test scores of the experimental group were significantly better than those of the control group which did not use self-explanation strategy,the delayed post test scores of experimental group are better than another group,illustrate that self-explanation has significant learning effect in a short time,and learning effect in a certain period of time can be reserved..In this paper,a questionnaire is also used to investigate the learners' attitude towards Self-explanation Strategy.The survey shows that the learners have a positive view and a better learning experience towards Self-explanation Strategy,the learners expect to continue to use Self-explanation Strategy.