Introduce The Influence Of The Types Of Self-explanatory Prompts In The Samples On The Problem-solving Ability Of High School Students

The fading worked-example is a kind of worked-example learning,which integrates problem solving on the basis of the worked-example.First,a example contains all the problem-solving steps is presented to the learner,then a example with a vacancy in the problem-solving steps is presented,and so on.Finally,there is a problem that needs to be solved by the learner.The research shows that this kind of fading worked-example presentation method has a significant effect on the improvement of students' problem-solving ability,and is better than using worked-example study alone or only solving problems alone.Therefore,this study presents the learning materials in the form of fading worked-example.Research suggests that related to explain themselves self explanation and gradually province sample combined with the present,can further enhance the students' ability of problem solving,but how impact on students of different levels of knowledge has not been consistent conclusion,this study based on existing research to explore the different types of self-explanation suggests to the influence of different knowledge level of students' ability to solve problems,and provide the basis for better design personalized learning resources.Based on the relevant principles of metacognitive theory,this study designed a self-explanatory sample and formed a digital learning resource.The experimental subjects were 264 students in the first year of high school in nanjing yanziji middle school.The learning contents were selected statements and circular statements in high school Python programming language.The independent variable in this study was the type of self-explanatory prompt,and the dependent variable was the problem solving ability of the students.Research findings:(1)Regardless of students' knowledge level,compared with the fading worked-example without induced self-explanation,the fading worked-example with induced self-explanation is more significant in improving students' problem-solving ability.(2)For students with low knowledge level,although the fading worked-example that induces self-explanation can improve students' problem-solving ability,the effect is not significant.For students with intermediate knowledge level,the fading worked-example that induces self-explanation can significantly improve students' problem solving ability.For high knowledge level of students,gradually induced explain themselves province sample can improve thestudents' problem solving ability,but the reaction on problem solving effect was not significant.(3)Whether it contains fine tip gradually province sample or include reflective tip gradually province sample to improve the students' ability to solve problems were significantly better than that of no self-induced explain gradually province sample,but the effect is different.(4)for the students with low knowledge level,the effect of the sample with refined hints and the sample with reflective hints on improving students' problem solving ability is not significant;For students with intermediate knowledge level,the sample of gradual reduction with refined hints significantly improved their problem solving ability.For students with high level of knowledge,the fading worked-example,including reflective hints,is more conducive to the improvement of students' problem solving ability.