Study On The Influence Of Self-Explanatory Promption On Problem Solving Of Junior School Students

In the process of learning,learners explain to themselves so that they can better accept what they have learned and understand what they have learned,which is called self-explanation in psychology.Self-explanation was first proposed by Chi M T H in 1989.From the initial research focused on the effect of self-explanation,it has developed to focus on the application in practical teaching.After more than 30 years of development,abundant research results have been achieved.However,in many cases,self-explanation often cannot happen spontaneously,and educators need to provide auxiliary forces,that is,to provide tips for self-explanation,which is an educational activity conducted by educators in order to guide learners to conduct correct and reasonable self-explanation in the learning process.In this day and age,problem solving is accompanied by students daily campus life,and the results of school education are largely reflected in students problem solving.Therefore,the research content of this paper is to investigate the influence of self-explanatory prompts on problem solving of junior high school students.In self explanation suggests the existing studies,some scholars explain to fill in the blanks type self tips,select type and explain tooltips,open self explain tip: the method has made the definition and research,this paper first to explain the above three kinds of prompt and no self prompt comparative analysis,makes a research on the four kinds of prompt problem solving what effect in junior high school students.The research questions are determined as follows:(1)Through the comparison between groups,which self-explanatory prompts are more efficient in solving problems by logarithmic eugenics?(2)Through the comparison between groups,which self-explanatory prompts are more effective in solving problems for students with difficulty in mathematics?(3)Through intra-group comparison,whether the quality of self-explanation is positively correlated with students problem-solving ability?(4)Case study: What are the self-explanatory obstacles that lead to students failure in solving problems?Through the paper and pencil test of junior high school students from 4 sample schools in Urumqi,SPSS analysis of 423 sample data and interviews with some students,the following conclusions are drawn:(1)For top students,three kinds of self-explanatory prompts have the same effect on problem solving,and all of them are better than no self-explanatory prompts.(2)For the problem solving of students with learning difficulties,the effect of selective self-explanatory prompt better than the effect of blance-filling self-explanatory prompt better than the effect of open self-explanatory prompt better than o self-explanatory prompt effect.(3)Through the study of four groups of students,a consistent conclusion is drawn,that is,the number of self-explanations produced by students is positively correlated with students' problem-solving ability,and it is particularly obvious in the open prompt group and the no-prompt group.(4)The factors that lead to the failure of students with learning difficulties may come from all links in the process of solving problems,rather than just the obstacles in the key steps.The results show that self-explanatory prompts can promote the problem solving of junior high school students to a high degree.