The Effects Of Correct And Incorrect Worked-examples Learning To Primary School Grade Three Students’ Wrongly Written Characters

In this paper, we expend the research through the study of the effects of correctand incorrect worked-examples learning to primary school grade three students’wrongly written characters. In the experiment the primary school grade threestudents in Shenyang are subjects, through the experiment we explore theeffectiveness of the worked-examples learning, the effect of different types of learning,the effect of different types worked-examples learning on the wrongly writtencharacters, the effect of different kinds of worked-examples learning to different kindsof wrongly written characters, and the effect of different types of worked-exampleslearning to different kinds of students’ wrongly written characters.Conclusions are as follows:1. The worked-example study is effective for correcting wrongly writtencharacters. Different worked-examples learning have different effects, teachers’effective interpretation for the worked-example of can improve the learning effect ofprimary school students wrongly written characters.2. The correct worked-example of learning is more suitable for the typocorrection; the correct and incorrect worked-examples type of learning is moresuitable for other characters’ correction. The correct guidance of the worked-exampleby teachers is more suitable for primary school students’ typo correction of wronglywritten characters. The guidance of right and wrong contrast is more suitable forprimary school students’ other characters correction.3. The worked-example learning effect is not same for different students’ studybasis:For students with good foundation, the correct and incorrect worked-exampleslearning is more suitable for wrongly written characters correction; for students withmoderate or poor foundation, the correct worked-example learning is more suitablefor wrongly written characters correction learning.Toward the different group students’ typo correction, adopting the correctworked-example learning study effect is better; for the different group students’ other characters correction, the correct and incorrect worked-examples learning has bettereffect.Currently, there is few researches done regarding the worked-example aboutwrongly written characters. This study obtains the relevant data and conclusionsthrough experimental research, which provides relevant basis and references forprimary student’s wrongly written characters correction teaching. This study promotesimprovements in the primary school students learning Chinese characters. Fordifferent error characters and students with different foundation, teachers need choosea more appropriate worked-examples type for teaching to improve teaching efficiency.