The Effect Of Learning Rule Of Judging The Position Relation Of Line And Circle By Dynamic And Static Worked-examples

In order to explore the effect of dynamic and static worked-examples in the judging geometric rule learning,this study combined with or without feedback,the rule of judging the position relation of line and circle as the experimental materials,by the fifth and sixth grade subjects,the migration effect of dynamic and static worked-examples were investigated.(1)Experiment 1 adopted two kinds of worked-examples materials which were dynamic worked-examples and static worked-examples,explored the migration effect of dynamic and static worked-examples by using between-subjects design,investigated the migration effect of dynamic and static worked-examples among 50 pupils in fifth grade.The results showed that,in the far-migration test,the effect of dynamic worked-examples learning was significantly better than the static worked-examples learning,however,in the near-migration test,the effect of dynamic worked-examples learning was not significantly better than the static worked-examples learning.(2)Experiment 2 combined with or without feedback and dynamic or static worked-examples,investigated the migration effect of dynamic and static worked-examples among 200 pupils in fifth grade and sixth grade.It adopted four kinds of worked-examples materials which were dynamic-feedback worked-examples,dynamic-no feedback worked-examples,static-feedback worked-examples and static-no feedback worked-examples.The experimental used the same Flash software among 200 pupils in fifth grade and sixth grade.The results were the following: Whether it was in the near-migration test,or far-migration test,the effect of dynamic worked-examples learning was significantly better than the static worked-examples learning;in addition to the effect of the dynamic worked-examples learning with or without feedback between the far-migration is not significantly different,however,in other migration test,the effect of worked-examples learning with feedback was significantly better than the worked-examples learning without feedback.Learning effect of sixth grade students was significantly better than fifth grade students.