The Influence Of Cognitive Styles And Worked-example Types On The Learning Achievements Of Pupils' Mathematical Operation Rules Under Different Pushing Strategies

Worked examples illustrate steps of solving a problem and aims at providing the steps of solving a problem and correct answer to students.Learning from worked examples refers to the process that students acquire knowledge through careful observation and thinking on worked examples.Learning from worked examples has always been the hotspot in educational psychology researches which mainly center on verifying whether worked examples can promote students in learning.However,with the change of education idea focusing on students,the researchers have begun to pay attention to individual factors of students and found that some individual factors,especially cognitive style has non-negligible influence on students' learning,but few researches on combination of cognitive style with learning from worked example are conducted.Meanwhile,Online learning has been accepted and advocated by people gradually,and the strategy of determining suitable worked examples according to students' characteristics under the background of network learning can enhance academic performance of students,however,few researches on this aspect are conducted.Therefore,this research designs two experiments to research the influence of cognitive style and types of worked examples on academic performance of primary school students in mathematical operation rule based on different push strategies of worked examples.Experiment 1 bases on two factors of 2(type of worked example)×2(cognitive style)to take 157 grade-4 students in primary school as research objects and research the influence of cognitive style and types of worked examples on their academic performance in mathematical operation rule based on fixed push strategy of worked example.Wherein,worked examples include additional-explanation worked examples and faded worked examples,while cognitive style includes field dependence and field independence,and the dependent variables of the experiment are near transfer and far transfer performances of primary school students in solving simple equation.According to the research result,based on fixed push strategy of worked examples,the near transfer performance of field dependence subjects in additional-explanation worked examples is significantly higher than that in faded worked examples,while the near transfer performances of field independence subjects in additional-explanation worked examples and faded worked examples have little difference;In view of far transfer test,the main effect difference is significant in cognitive style,while the main effect difference of types of worked examples is not significant,and the interaction between cognitive and type of worked examples is not significant.It shows that based on fixed push strategy of worked examples,additional-explanation worked examples can better promote learning of field dependence primary school students compared with faded worked examples;there is no significant difference in these two kinds of worked examples for promoting learning of field independence primary school students.Experiment 2 bases on two factors of 2(type of worked example)×2(cognitive style)to take 155 grade-4 students in primary school as research objects and research the influence of cognitive style and types of worked examples on their academic performance in mathematical operation rule based on free push strategy of worked example.Wherein,worked examples include additional-explanation worked examples and faded worked examples,while cognitive style includes field dependence and field independence,and the dependent variables of the experiment are near transfer and far transfer performances of primary school students in solving simple equation.According to the research result,based on free push strategy of worked examples,the near transfer performances of field dependence subjects in additional-explanation worked examples and faded worked examples have little difference;but the average score of the faded worked examples was still lower than that of the additional-explanation worked examples,and their performance on the two worked examples was still lower;the near transfer performance of field independence subjects in faded worked examples is significantly higher than that in additional-explanation worked examples;In view of far transfer test,the results of field-independent subjects were significantly higher than those of field-dependent subjects.the main effect difference of types of worked examples is not significant,and the interaction between cognitive and type of worked examples is not significant.It shows that based on free push strategy of worked examples,there is no significant difference in these two kinds of worked examples for promoting learning of field dependence primary school students.these two kinds of worked examples both promoted the field-independent pupils' learning,and the faded worked examples played a greater role in promoting the field-independent pupils' learning.