Research On The Influence Of Self-Explanation Strategy On The Conceptual Change Of Primary School Mathematics

Research on concept learning proves that learners often have wrong or missing pre-concepts in their cognition of concept knowledge.However,the mathematical knowledge system contains many concepts.If the learners'learning of mathematical concepts cannot be effectively constructed,it will often affect the construction of students'mathematical knowledge system and the development of mathematical thinking.Therefore,under the background of the new curriculum,it is necessary to study the concept transformation of primary school mathematics and seek for methods and strategies to improve teaching.This paper sorts out relevant researches on concept transformation and finds that congnitive dissonance,meta-cognitive participation and learning attitude are important factors that affect concept transformation.As a meta-cognitive strategy,self-explanatory strategy has the same mechanism as the mechanism of concept change.With the development of technology,a variety of media are widely used in the classroom.Self-explanation can help learners integrate a variety of characterization information and help learners to understand materials.Many studies have shown that self-explanation can promote the learning of conceptual knowledge.Under the guidance of constructivism theoy and multimedia learning theory,this study concretized the self-explanation strategy into self-explanation prompts in multimedia resources.With the types of self-explanation prompts in resources and the presence or absence of self-explanation prompts as independent variables,a grouping experiment(scaffolding self-explanation prompts/open self-explanation prompts/no self-explanation prompts)was conducted to explore the effect of learner's concept transformation under self-explanation strategy intervention teaching,and the influencing factors of self-explanation strategy promoting concept transformation were analyzed.Through the comparison between the experimental group and the control group,the experimental hypothesis of this study is verified:(1)Self-explanation strategy can promote conceptual change,and the self-explanation effect of scaffolding is better than that of open self-explanation;(2)Self-explanation strategy has a positive effect on metacognitive awareness,congnitive dissonance and learners'attitudes,and the effect of scaffolding self-explanation strategy is better than that of open self-explanation.This study collected a number of data through questionnaires,interviews and other methods,and made analysis and reached the following conclusions:(1)scaffolding self-explanation strategy can promote the concept change and make learners change from unscientific pre-concept to more correct direction,and the effect of open self-explanation strategy is not significant;(2)Self-explanation strategy can promote learners'metacognitive strategy,monitoring and adjustment consciousness,and scaffolding self-explanation strategy has better effect;(3)Self-explanation strategy strengthens students'congnitive dissonance to some extent,and scaffolding self-explanation strategy has better effect;(4)Compared with open self-explanation,scaffolding self-explanation is preferred by learners,and students have less difficulty in using it.