Research On Design Strategy And The Mechanism Of Action Of Multiple Examples And Self-explanation In Problem-solving

At present,with the outbreak of new coronavirus,teachers rely on online presentation of example-based teaching,students learn independently at home.However,teachers' choice and design of sample are often restricted by many factors,such as the presentation of the sample form,the cognitive level of students.Students in the face of problems only simple imitation of the sample.There is no real internalization of the rules and methods in the sample.Therefore,it is urgent to find a suitable sample design strategy to satisfy the Learner's autonomous learning style and to promote the deep processing of knowledge.In this study,self-explanatory strategies are applied to multiple examples to promote problem solving(i.e.,knowledge depth construction):example-based learning helps to learn more effectively in a shorter time,and to improve transfer ability and learning efficiency effectively,self-explanation is a meta-cognitive strategy,which can promote learners' understanding of sample information.In this study,a quasi-experimental method is used to classify samples into segmented samples and error-correcting samples according to their content characteristics,and to provide self-explanatory hints during example-based learning to help learners better integrate sample information and rules,according to the type of knowledge,the self-explanation hints are divided into principle self-explanation hints and step self-explanation hints.With the help of visual learning tools,the sample materials are presented,and the learners are tested by post-test and cognitive load survey.In this study,SPSS was used to carry out descriptive statistics and analysis of variance on the collected data.In order to find out whether there are significant differences in the effects of different types of samples on students' cognitive load and learning achievement,and considering the differences of learners' prior knowledge level,the learners are divided into high prior knowledge level,middle prior knowledge level and low prior knowledge level,so as to design appropriate sample resources for learners with different prior knowledge level.In addition,we further explore how learning resources act on learners' cognitive mechanism in the process of problem-solving.Therefore,the study carried out three experiments,experiment 1 to study the impact of different types of samples on learners' academic performance and cognitive load,the experimental design was made with 3(initial level:high initial level,middle initial level,low initial level)and 2(sample type:right or wrong sample,segmented sample),and then the subjects' academic achievement and cognitive load were taken as dependent variables.In experiment 2,the effects of different types of sample resources on learners'learning achievement and cognitive load were studied,the experiment design was adopted with 4 types of learning samples:positive and negative samples+principle hints,positive and negative samples+step hints,segmented samples+principle hints,segmented samples+Step Hints,3(initial level:high initial level,middle initial level,low initial level),then,the subjects' academic achievement and cognitive load were taken as the dependent variables.In Experiment 3,the mechanism of problem-solving process was explored,and the process was divided into four stages,and the factors of different stages were investigated.The results show that first,the cognitive load of learners,the segmented samples are more likely to make learners understand the learning materials and bring higher cognitive load to learners,compared with the positive and negative samples,therefore,learning performance is more stable.However,there was no significant difference in the effect of self-explanatory cue types on cognitive load.Secondly,regarding the academic achievement,for the learners with high initial level and those with low initial level,the academic achievement has made greater progress by presenting the learning materials with positive and negative examples+self-explanation hints of Principles,for the learners of the initial level of middle school,the learning materials with piecewise sample+principle self-explanation prompts the learners to make more progress in their learning.Finally,in different stages of the problem-solving process,in the stage of declarative encoding,the resources of segmented samples are more easily extracted by the learners than the correct and error samples.In the stage of production rule use,the level of the prior knowledge of the learners will affect the proficiency of the rules.In the stage of sample storage,it is suitable for different types of learning resources.This research mainly studies the influence of different types of samples on the learning effect of students with different prior knowledge level,the purpose is to provide a reference for example-based learning to improve the ability of problem-solving in classroom teaching,autonomous learning and other learning environments.