The Influence Of Sample Learning And Self-explanation On The Ability To Use Teaching Methods

The effect of worked-example learning is influenced by the way of worked-example presentation.Different learning contents lead to different presentations.Correct and incorrect examples are the examples where both correct worked-examples and incorrect worked-examples are presented.They not only provide correct solutions to problems,but also intuitively present some mistakes that may occur.The resulting cognitive conflicts can help learners avoid minefields on the one hand,and on the other hand make them think deeply about learning materials.The scope of application of the correct and incorrect worked-out examples has been tried in many fields.But in the field of teaching method learning,it is not much involved.The cultivation of the ability to apply teaching methods in normal colleges is mainly based on the course learning and practice.Because of the lack of examples of teaching methods,it is easy to lead to the disconnection between theory and practice.Therefore,this study attempts to take the example of the teaching method as the learning material,99 students from Nanjing Normal University and Jiangsu Second Normal University took part in the experiment.Experiment 1 takes types of examples and the complexity of applying a teaching method as independent variables and the mastery of the teaching method of normal students as dependent variables,the experiment of 2(correct worked-examples and correct and incorrect worked-examples)× 2(high complexity teaching method and low complexity teaching method)was designed to explore the influence of the type of worked-examples on the mastery of the teaching method.The second experiment was based on the first experiment,correct and incorrect examples which have more significant learning effect were selected for further study.Self-explanation prompts can guide learners to analyze learning materials purposefully.In Experiment 2,based on the correct and incorrect worked-examples,taking the types of self-explanation prompts and the complexity of applying a teaching method as independent variables and the mastery of the teaching method of normal students as dependent variables,designed a 2(step-by-step guidance self-explanation prompts and overall perception self-explanation prompts)× 2(high complexity teaching method and low complexity teaching method)experiment to explore effects of self-explanation prompts on mastery of the teaching method.According to the experimental results,the conclusions show that :(1)Regardless of the results of knowledge test or the the evaluation of teaching activity design,learning effects of of correct and incorrect worked-examples are obviously better than that of correct examples.(2)Whether it is a low-complexity teaching method or a high-complexity teaching method,the correct and incorrect worked-examples are more effective than the correct examples in promoting the use of the teaching method.(3)For the knowledge test,there is no significant difference in the learning effect between using step-by-step guidance self-explanation prompts and using overallperception self-explanation prompts;for the evaluation of teaching activity design,the learning effect of using step-by-step guidance self-explanation prompts is significantly better than that of using overall perception self-explanation prompts.(4)For low complexity teaching method,there is no significant difference between the results of students who use step-by-step guidance self-explanation prompts and the results of the overall perception self-explanation prompts in the evaluation of teaching activity design;For high complexity teaching method,the results of students who use step-by-step guidance self-explanation prompts are significantly better than the results of students who use the overall perception self-explanation prompts in the evaluation of teaching activity design.