Problem Solving For Realistic Arithmetic Word Problems Of Township Pupils And The Effects Of Worked Example On It

With the rapid development and comprehensive advancement of quality-oriented education in China, to educate talents with innovation ability and skills of practical application is becoming the problem that needs to be solved urgently, especialy for township students who are with relatively weak educational foundation. However, in the researching field of problem solving in China, studies on the realistic problems are rare. Researchers concerning empirical studies for township pupils are even less. Taking as the subject the ability of realistic arithmetic word problem solving among pupils of six grade in two township schools and comparing their ability of realistic arithmetic word problem solving with two city school pupiles in different levels, this study explored the actual states and features of township pupils in realistic arithmetic word problem solving. Moreover, based on the results achieved, this study also investigats the effects of worked example type and presenting mode on realistic arithmetic word problem solving ability for township pupils. Specific study as follows:Study 1 takes 224 pupils of grade six in two twonship schools as subjects to explore their actual states in problem solving for realistic arithmetic word problems as well as the effects on the states from curriculum marks and different gender. It also compares the states with 288 pupils of the same grade in two city schools and analizes them.Study 2 gets the way different example features effecting realistic arithmetic word problem sloving for township pupils by randomly selecteing subjects of 120 pupils of grade six in two twonship schools, takeing their curriculum marks and gender as covariants and the using of two-factor covariance analysis in 2 (The type of worked example: process-oriented, product-oriented)×3 (The way of worked example presentation: visual, aural, audio-visual combined)form.The above two studies show the following results: 1. The ability to problem solving for realistic arithmetic word problems of township pupils is as a whole on the lower-middle level. Compared with city school pupils, township pupils get lower scores in realistic arithmetic word problem solutions, realistic considerations and realistic answers.2. The ability to problem solving for realistic arithmetic word problems among township pupils has clear difference in different gender and curriculum: boys have stronger ability than girls, top pupils has stronger ability than the averages and the averages stronger than the poors.3. The type of worked example has obvious effects on problem solving for realistic arithmetic word problems of township pupils: the process-oriented worked example effect realistic problem solution, realistic consideration and realistic answer more than the product-oriented do;4. The presenting mode of worked example does not show clear effect on realistic arithmetic word problem solving and realistic answer for township pupils but shows fringe effect on realistic consideration.