A Study On The Influence Of Self-explanatory Error Examples On Learning Transfer

In the process of incorrect examples learning,correcting mistakes and thinking the causes of mistakes can improve learners' understanding and application of knowledge.The learning effect of the incorrect examples stems from the learner's relatively more self-explanation in thinking about the incorrect examples.The learning effects of incorrect examples and self-explanatory effects are closely related.In this study,168 primary sixth grade students from Hanjiang Road Primary School in Nanjing were taken as research objects.Taking the primary school surface area as the content of learning,we included the questions of inducing self-explanation in example study to research the effects of example types and self-explanation on learning migration.The learning migration involved in this study includes four types of immediate near-migration,immediate far-migration,delayed near-migration and delayed far-migration.In the experiment 1,the example type and whether induced self-explanation as the independent variable,and the student's migratory grade as the dependent variable were used to explore the main effect of the example type and self-explanatory variable exists.In experiment 2,the presentation of self-explanatory problems was subdivided step by step and compared with the traditional forms of Inducing self-explanation.And we find that effects of presentation of self-explaining problems on learning outcomes were related to the priori knowledge of students and the complexity of learning materials.Through the study,we can draw the following conclusions:(1)Compared to the correct example of the learning conditions,the group included incorrect example is more conducive to promoting the transfer of learning.In the immediate near-migration,the result of mixed example group was higher than the correct example group,but did not achieve significant level.In other three transfer tests,the advantages of the incorrect example group reached a significant level.(2)Compared with the learning conditions that directly show the interpretation,inducing self-interpretation learning conditions can further promote the learner's migration performance.In all of the four transfer tests,the average scores of the example groups that induced self-explanation were significantly higher than that of the direct interpretation group.(3)There is no interaction effect between the two types of factors example type and the self-explanation.The average migratory scores of induced self-explanation group were higher than that of direct explanation group,no matter for correct example group or incorrect example group.(4)Inducing self-interpretation step-by-step can more promote learn migration.When the complexity of learning materials is low,the condition of Inducing self-interpretation step-by-step is better than the example of centralized questioning in the far-migration test.When the complexity of learning materials is high,the induction method of step-by-step questioning has significant advantages in both of near and far migrations.(5)There is interaction between the effect of the presentation of inducing explanation on the learning effect and the priori knowledge level of the students.When the learning material complexity is low,the step-by-step questioning method can promote the far learning transfer of high-prior knowledge learners.However,there is no significant difference in the near-migrating with centralized questioning methods.For low-prioritized learners,the step-by-step questioning examples are significantly better than the centralized questioning examples for both near and far migration tests.(6)For high-complexity learning tasks,step-by-step questioning method can promote learner's transfer of learning,which is significantly better than that of centralized questioning for learners of different prior knowledge levels.