The Research Of Self-Explanation In The Physics Problem Solving Of High School Students

Chi proposed self-explanation effect since 1989, there have been a lot of research during 20 years of development, exploring from the effect of self-explanation and its action mechanism to the practical application of self-explanation in teaching. In recent years with the introduction of a robust learning, self-explanation has become a hot topic of foreign researchers once again, the focus from the laboratory to the real classroom. But now the research of self-explanation in the physics problem solving of high school students are not many, the most practical difficulty is how to effectively encourage students to explain to themselves in the classroom teaching. The purpose of this study is through "self-questioning method" to promote self-explanation in classroom teaching, and improve students’ ability of physical problem solving.This study based on literature studies,phasing the process of physics problem solving, proposing a specific method:"self-questioning method", to train students make self-explanation to themselves in problem solving teaching. The so-called "self-questioning method" is in the process of students solve physics problems by providing a list of questions to encourage students to make self-explanation to themselves. Each stage corresponds to a prompt question, as follows:The first stage:understanding the problem scenarios. Question one:"can you draw a picture of the physical meaning of the question?"The second Stage:fill vacancies. Question two:"did you see the similar topics in the past, if the known conditions were enough to solve the problems, can I find other data to solve the problem?"The third stage:trying to answer the question. Question three:"can 1 make sure this method is right, how to prove it is right?"The fourth stage:Rethinking stage. Question four:"is my idea during the problem solving right, can I apply this method to solve other physical problems?"In this study,20 high school students as subjects, after screening by self study material for subjects to conduct teaching experimental research of self-explanation, research into homogeneous groups:experimental group and the control group. There are two researches. Through inter-group comparative study whether self-explanation can encourage students to generate robust learning, ie learning the sample in the process, through "self-questioning method" to guide students to self-explanation, see if students can promote problem solving nearly migrate and far migration issues solution, can induce long learners retain knowledge; through its in-group comparative study of the quality of students’ self-interpretation of the physical problem-solving ability is positively correlated, whether the "self-questioning method" can encourage students to produce high-quality interpretation. By teaching comparative experimental study reached the following conclusions:1. The quality of explanation and near-migration results, far transfer performance and knowledge retention were significantly correlated, the higher the quality of self-explanation, the learning effect has been achieved;2. "Self-questioning method" can make students produce high-quality self-explanation;3. The main effect of self-explanation is significant in recent migration problem solving, illustrated by the "self-questioning method" to train students to make self-explanation can effectively promote students’ ability in recent migration issues;4. The main effect of self-explanation is not significant in far migration problem solving;5. The main effect of self-explanation is significant about knowledge retention time, illustrated by the "self-questioning method" to train students to make self-explanation can effectively improve the degree of knowledge of student retention, increase knowledge retention time.The results show that during the physical problem solving teaching students to use "self-questioning method" to train students to make self-explanation can effectively improve the quality of self-explanation. Through self-explanation students can achieve robust learning.