| Worked example learning is a learning form where learners understand the rules of solving new problems and master the methods of solving similar problems by learning and considering steps of problem solving.With the development of information technology,worked examples gradually develop from static presentation to dynamic presentation,resulting in animated worked-examples presented in video or animation.The symbolic-graphic combination can improve students' problem-solving ability and mathematical thinking.Compared with static presentation,animated presentation of learning content can better enable students to understand the relationship between number and shape and achieve the effect of in-depth learning when learning the combination of number and shape.Therefore,this study aims to explore the influence of animated worked-examples learning on solving junior high school students' problem of symbolic-graphic combination.This study summarizes the concepts,theories,influencing factors and related research on the problem-based learning of symbolic-graphic combination in junior high school,and puts forward the overall idea and experimental process of this study.Research 1,120 eighth-grade junior high school students were selected as subjects,and 2(representation type:conceptual/procedural)×2(presentation mode:static/animated)inter-subject experimental design was adopted to explore the influence of presentation mode of worked examples and representation type on the problem solving of junior high school students' symbolic-graphic combination.The results showed that:(1)Representation type had significant influence on mental effort and task difficulty.The score of mental effort and task difficulty in procedural knowledge group was significantly higher than that in conceptual knowledge group.The static worked-examples group has a low task difficulty score in learning conceptual knowledge,while the animated worked-examples group has a low task difficulty score in learning procedural knowledge.(2)Representation type has a significant effect on transfer performance.The static worked-examples group had better retention and transfer results in learning conceptual knowledge,while the animated worked-examples group had better retention and transfer results in learning procedural knowledge.Research 2,there are two researches in exploring the influence of presentation mode of animated worked-examples and problem difficulty on the problem solving of junior high school students' symbolic-graphic combination.In experiment 1,120 eighth-grade junior high school students were selected as subjects,and a 2(difficulty type:simple problem/complex problem)x2(presentation mode:succession/segmentation)inter-subject experimental design was adopted to investigate the influence of presentation mode of animated worked-examples and difficulty type on the problem solving of junior high school students' symbolic-graphic combination.The results showed that:(1)presentation mode had significant influence on mental effort and task difficulty.The mental effort and task difficulty of the segmentation group has low score in learning complex problems.There is no significant difference in mental effort and task difficulty between the two presentation groups in learning simple problems.(2)Presentation mode has significant influence on retention and near transfer performance.The segmentation group had better retention and near transfer performance in learning complex problems.However,in learning simple problems,there was no significant difference in retention and near transfer performance between the two presentation groups.(3)In learning all kinds of difficulty problems,there is no significant difference in the performance of far transfer between segmentation and succession groups.In experiment 2,180 eighth-grade junior high school students were selected as subjects,and a 2(difficulty type:simple problem/complex problem)×3(pause method:passive pauses without problem/active pauses with open-ended problem/active pauses with scaffolding problem)inter-subject experimental design was adopted to investigate the influence of animated worked-examples pause method and difficulty type on the solution of junior high school students' symbolic-graphic combination.The results are as follows:(1)Pauses mode has significant influence on mental effort and task difficulty.In learning simple and complex problems,the mental effort and task difficulty scores of the two groups were higher.In learning complex problems,the group of active pauses with open-ended questions scored the highest in mental effort and task difficulty.(2)Pauses mode has a significant impact on academic performance.In learning simple problems,the far transfer scores of the active pauses group were higher than those of the passive pauses group,while the retention and near transfer scores of the three groups were the same.In learning complex problems,the retention and near transfer scores of the active pauses group were higher than those of the passive pauses group,and the near transfer scores of the active pauses with scaffolding question group were the highest.However,there was no difference in the far transfer scores of the three groups.Based on the above-mentioned results,this study verifies that the procedural knowledge representation problem of symbolic-graphic combination is more suitable for animated worked-examples learning.It is found that the segmentation presentation of animated worked-examples can reduce the external cognitive load and improve the learning effect of complex symbolic-graphic combination.Self-explanation by open-ended or scaffolding questions during the pauses of animated worked-examples can improve the learning transfer performance of symbolic-graphic combination with all kinds of difficulty. |
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