The Research Of Worked-examples On Pupils' Learning "Involution""Rooting" And "Quadratic Equation With One Unknown" Algebraic Operational Rules

In order to further verify the positive impact of worked-examples designed by“the method of explained”and worked-examples designed by“the method of explained and labeled”when pupils learned the operational rules of“involution” “rooting”and“quadratic equation with one unknown”.Taking the worked-examples of “involution”“rooting”and “quadratic equation with one unknown”as learning materials,the pupils of grade five as subjects,it respectively verified the learning effect of the ordinary worked-examples and the worked-examples designed by “the method of explained” as well as “the method of explained and labeled”by three experiments.The experiment and the results were as follows:The first experiment took the pupils of grade five as subjects,the operation rules of “involution”as learning materials.This experiment had two kinds of worked-example learning materials,one was the ordinary worked-examples and the other was the worked-examples designed by “the method of explained”.Through the experiment verified the learning effect for two kinds of worked-examples.The results showed that:most of the participants could master the operational rules of“involution”through the worked-examples,and the learning effect of the worked-examples designed by “the method of explained” was significantly better than that of the ordinary worked-examples.The second experiment took the pupils of grade five who had learned the operational rule of “involution”and hadn't learned the operational rule of “rooting” as subjects,the operation rule of “rooting”as learning materials.Experiment2 had three kinds of worked-example learning materials,the first kind was the ordinary worked-examples and the second kind was the worked-examples designed by “the method of explained”,the last kind was the worked-examples designed by“the method of explained and labeled”.Through the experiment verified the learning effect for three kinds of worked-examples.The results showed that:after learning the arithmetic and algebraic worked-examples,most of the pupils of grade five could master the operational rules of “rooting”,the result of the the worked-examples designed by“the method of explained and labeled” was much better than the result of the worked-examples designed by“the method of explained” and the result of the ordinary worked-examples and that the result of the worked-examples designed by“the method of explained” was much better than the result of the ordinary worked-examples.The last experiment separately verified the influence of “the type of worked-examples”(the ordinary worked-examples,the worked-examples designed by“the method of explained”and the worked-examples designed by“the method of explained and labeled”)and “the type of subjects”(the subjects2 and subjects1 who had/hadn't learned the operational rules of “involution” and “rooting”)on pupils' learning the operational rules of “the quadratic equation with one unknown”.The results showed that:most of the “subjects2”could master the operational rules of“quadratic equation with one unknown” by learning the worked-examples designed by “the method of explained and labeled”,no matter what kinds of worked-examples“subjects1” learned,they couldn't master the operational rules of “quadratic equation with one unknown” well.There was a significant interaction between “the type of worked-examples” and “the type of subjects”.“subjects1”had no significant difference among three kinds of worked-examples;the learning effect of “subjects2”who had learned the worked-examples designed by“the method of explained and labeled” was much better than that who had learned the worked-examples designed by“the method of explained ”,and the learning effect of “subjects2”who had learned the worked-examples designed by“the method of explained” was much better than that who had learned the ordinary worked-examples.