A Comparative Study Of Implicit Learning And Explicit Learning On Mathematics Graphics Of Pupils

It has become a hot spot in fields of the psychology, since Reber proposed the concepts of implicit learning. With the research of Implicit learning in depth, we can better understand the human learning, but also provide a theoretical basis for a new way of learning.Reber believes that human, even without sensing potential schema of environmental stimulus, can comprehend the schema and make a proper response that is implicit learning. Explicit learning as same as classroom learning, we can get it in a guided case. Based on previous studies, the implicit learning has three characteristics: implicit, that people are not consciously trying to discover the hidden rules or the task structure, but get the corresponding behavioral responses;Abstract generality, which is obtained from the experimental material with abstract knowledge, it can be migrated to the new situation of similar structure; Understanding, the implicit knowledge cannot be clearly known for people, but can be reflected in the specific context.For the advantages of implicit learning, the research results are widely used in education and teaching, man-machine interface design, social behavioral learning and many other fields, and produced a good effect.In many studies, implicit learning has been widely applied in the subject teaching, such as language learning, mathematics teaching, the concept and the law of language learning. In the teaching, how to learn is not detailed enough, scholars are giving enlightenment education in the discipline direction, not specific to the details. On the basis of the first grade in primary school, we use the artificial grammar paradigm to explore the mathematical pattern of implicit in the learning process. Mathematics teaching in the geometry as the experimental material, to study the difficulty of material and the presentation of explicit learning on elementary school students’ inner and outer of the graphics. In order to better highlight the learning effect, the experimental subjects were grouped randomly implicit group, explicit learning group and control group, results showed:1, the implicit group, explicit group and the control group, there is an significant difference of the scores(F=9.285, p=0.000<0.001), shows that the instruction of implicit learning and explicit learning, control of learning were separated, for the implicit learning is existence in mathematical pattern;2, learning materials of implicit learning, explicit learning has a significant influence; 3,Multivariate analysis of variance of the way of learning, the difficulty of material and presentation of students’ learning, implicit learning and explicit learning in the material presented of the way has a significant main effect(F=5.793, p=0.018),in the interaction effect, there is a significant impact on score of presentation and learning styles, but other interactions has no significant difference on student’s score.From the experimental results, we can be seen that, the mathematical pattern can be as materials for implicit learning, and there is a better effect in implicit learning than explicit learning. The choice of the difficulty in the graph should be reasonably arranged according to the requirements of teaching, while the teaching methods can be livelier and concretely, so that students can keep the knowledge for long time, and has profound effect for subsequent study. At the same time, in the teaching process, we should pay more attention to mathematical knowledge accumulation, and use mechanical memory way to memory, cumulative the effect of knowledge.