The Learning Effect Of Deleting Method For Junior Middle School Student Math Worked Example Study

In today’s teaching, how to improve learners’ self-learning ability, enhance the flexibility of thinking and cultivate the habit of thinking independently become teissue that educators focuson. Worked example learning is a very effective way to enhance the students’ ability of self-learning, while studies have shown that during our process of teaching design and classroom teaching,we should design different ways to learn according to different types of math worked example.This study is based on the mathematics study situation of grade one middle school students, for this students studied experimentally by examples of different types of mathematical algorithm.Experiment 1 using "fill writing" and combining the cognitive load measurement,the 150 students through learning scale and absolute inequality operations algorithm of these two kinds of mathematical arithmetic rules, the purpose is to investigate two kinds of different worked example algorithm in whether there are the key and the key steps, and in the same case study effect with and without differences between operation algorithms in each group.Experiment 1’s results shows that:(1) the scale operation includes four steps are the key steps, absolut e inequality operation of the fourth step is the key step, the rest of the each step is not the key step.(2)There have no significant difference between groups in the two worked example operat ion on their far and near transfer test scores, scale operation on the far and near transfer results are significantly higher than that of absolute inequality operation.A conclusion based on the experiment 1, the experiment 2 based on different cognitive load effects, in view of the key steps, adopt different ways of removing design complete or incomplete worked example, About 120 new students learning effect on absolute inequality arit hmetic and the experimental research was conducted on the level of cognitive load.The results of experiment 2 showed that:(1) from the recent near transfer that the decreasing step group scores were significantly lower than the worked example of the complete group and the key steps group, decreasing step study effect is the worst, the rest on the test scores between the various groups have no significant difference; See from far transfer test, decreasing step groups cores was also significantly lower than the worked example complete group and key steps group,decreasing step study effect is the worst,the rest in between each group there was no significant difference on the test result.(2) in the measurement of the cognitive load level, also it can be seen that decrea sing step group cognitive load were significantly higher than that of the completely worked example group and key steps group,decreasing step groups of participants to study comes with a relatively high mental effort, and felt the higher than other groups of task difficulty. Cognitiveload eff ectaccording to the worked example effect and problems finish effect better than the basis in the design of the fading effect of delete.