An Empirical Study On The Mathematics Learning Of High School Students By The Presentation Of Examples

With the publication of the new curriculum standard in2017,education attaches more and more importance to students' autonomous learning,and the essence of worked example learning is an autonomous learning process,which can enable students to change from passive to active learning.In order to study the effect of different presentation modes of examples on the new knowledge in mathematical learning,the researchers conducted an experiment and explored the following three questions:(1)How does the example-problem pairs and the fading worked examples affect high school students' mathematics learning?(2)example-problem pairs and the fading worked examples are affected by gender in high school students' mathematics learning effects?(3)Under the cognitive load table compiled with reference to the WP scale,explore the cognitive load level produced by different presentation modes of examples and how are the cognitive load levels in each dimension?This research mainly adopts experimental research method,taking two parallel classes(54 students in each class)in the first grade of a middle school in Hunan Province as the subjects.The control group used the example-problem pairs presentation method to learn,and the experimental group used the fading worked examples the prompt presentation method.Firstly,Researchers reviewed the current research situation of worked example learning,and designed corresponding learning materials and test questions for two different presentation modes of new knowledge.Then they combined the scale of WP with the cognitive load scale,and finally designed the Questionnaire of students' attitudes and views on the sample.The obtained data was statistically analyzed using spss23.0,and the results showed that:(1)For low-to-medium difficulty learning tasks,the example-problem pairs presentation method is better for students than the fading worked examples,but there is no significant difference between the two.(2)The effect of sample presentation on the mathematics learning effect of high school students is affected by gender,and especially the fading worked examples indicate that the gender difference is significant.(3)The total cognitive load produced by the students in the two presentation modes is similar,and there is not much difference.(4)The levels of each dimension under the cognitive load scale are different,and there is no significant difference between the central processing resources(original knowledge experience)and the response processing resources;there are significant differences between the central processing resources(perception,understanding of new knowledge)and operational resources.