A Study On The Influence Of Problem Characteristics On Learning Transferability Of Students With Learning Disabilities

The transferring effects of characteristics of the problem made to the students is the important apart of learning psychology research. The problems features main contain the surface and structure features. The surface characteristic is the composition and structure of the problem and the structure characteristic is the internal principles and rules of problem. Now the research about the transferring effects of characteristics of the problem made to the students concentrated in the sample design, sample presentation methods for problem solving and the migration of learning. In this paper, we will use the unary function problems to discuss whether the question of surface characteristics, structural characteristics and low variable problem materials (high variability) and contextual problems (decontextualized problems) have impact and what impact on the transfer performance (near transfer, far transfer) of the inferior students.This paper includes three researches:In the first research, through the two angles of the surface features and structural features, we try to explore what effects have on the near transfer and far transfer of the inferior students. The first experiment aims to explore what impact will have on the transfer performance (near transfer, far transfer) of the inferior students through the changes of surface characteristics. The second experiment aims to explore what impact will have on the transfer performance (near transfer, far transfer) of the inferior students through the changes of structural characteristics.In the second research, across the angle of low and variable problems, the experiment aims to explore what impact will have on the transfer performance (near transfer, far transfer) of the inferior students.In the third research, through the angle of contextual and decontextualized problems, the experiment aims to explore what impact will have on the transfer performance (near transfer, far transfer) of the inferior students.Based on the above three experimental studies, we find the following conclusions:(1) With the steady of the structural characteristic, changes in surface features of the problem is obvious in raising the test scores of near transfer performance of inferior students. With the steady of the structural characteristic, changes in surface features of the problem is not obvious in raising the test scores of far transfer performance of inferior students. (2) With the steady of the surface characteristic, changes structural characteristic of the problem is not obvious in raising the test scores of near transfer performance of inferior students. With the steady of the surface characteristic, changes in surface features of the problem is obvious in raising the test scores of far transfer performance of inferior students.(3) Through the study of low variable problem materials, it is obvious in raising the test scores of near transfer performance of inferior students, but it is not obvious in raising the test scores of far transfer performance of inferior students. Through the study of high variable problem materials, it is not obvious in raising the test scores of near transfer and far transfer performance of inferior students.(4) Through the study of decontextualized problem materials, it is obvious in raising the test scores of near transfer performance of inferior students, but it is not obvious in raising the test scores of far transfer performance of inferior students. Through the study of contextual problem materials, it is obvious in raising the test scores of far transfer performance of inferior students, but it is not obvious in raising the test scores of near transfer performance of inferior students.Based on the above conclusions, we have the following Suggestions to the inferior students(1) We should follow such a mathematical training logical on the surface features of the problem and structural changes:keep the structural characteristic stable, change the surface characteristic; on this basic, change the structural characteristic gradually. Such training sequence is the order from easy to difficult, it is convenient for inferior students to develop problem-solving abilities, and achieve confidence in learning mathematics gradually.(2) Low variability of learning materials are more suitable for inferior students to learn, because of the low variability of learning materials is their ability to learn and consistent basis. In the low variability based on the gradual introduction of training high variability of learning materials, both courses learning needs, but also the inferior students need to migrate ability.(3) Situational characteristics of the problem is associated with the issue of the authenticity of reality. In mathematics teaching of inferior students, teachers can consciously overcome the traditional teaching of math problems decontextualized tendency. They can start from the contextual problem, this will not only improve the lives of math learning, to stimulate students’ interest in learning mathematics, but also apply their knowledge to use. It can improve the consciousness of focusing on contextual problems and solve reality problems.