Research On Pedagogy Of Variation Based On ACT-R Theory

Whether it is guidance document of education reform promulgated by the state-"the national plan for medium and long-term education reform and development (2010--2020years)", or discipline foundation requirements--"problem solving is mathematics basic", are eager to improve students’ability to problem solving, enabling them to independently solve problems. Fostering students’problem solving ability has become the main objective of teaching, and promotes the development of problem solving teaching model research field. In recent years the problem solving model tends to study the cognitive theory of the situation, while ignoring the prerequisite to problem solving is knowledge internalization and mastery of the students. It is important that creating situations conduce to students’learning, but the most important is student on knowledge internalization and mastery.Anderson’s ACT-R theory that has significant impact on research of problem solving and pedagogy of variation that as Chinese-style problem solving teaching model, both are closely linked to knowledge internalization. It can be said ACT-R theory is an elucidation on mechanism of knowledge internalization, pedagogy of variation is the specific strategy to promote the knowledge internalization. Therefore, this research studies pedagogy of variation under the guidance of ACT-R theory, in order to increase the degree of students’knowledge internalization, and improve their problem solving ability.Through studying the relevant literature, grasp the concepts and theories about ACT-R theory and pedagogy of variation and their evolution process, further compilation of relevant domestic and international research. Under the guidance of Anderson’s ACT-R theory, author introduces the idea of deliberate practice, combined with teaching situation in the present and middle school students’learning characteristics, builds pedagogy of variation model and designs instruction, does empirical research to eighth graders by using international link such as "Variant project""deliberate practice""targeted guidance" and the corresponding teaching strategies. By analyzing multiple experiment data from students, evaluate the students’ situation on knowledge internalization and mastery. Empirical study results show that pedagogy of variation based on ACT-R theory play a good role in promoting the cultivation of students’ problem solving ability, increasing the degree of students’ knowledge internalization, enhancing their self-confidence and motivation on learning.