正误样例呈现顺序与已有知识水平对小学数学运算规则学习的影响OA

This study adopted an experimental method to examine the effects of presentation order of correct and erroneous examples and prior knowledge on elementary students'learning of mathematical operation rules,and further explored approaches to improving the effectiveness of learning from correct and erroneous examples among students with low prior knowledge.The results showed that:(1)Students with high prior knowledge achieved superior transfer performance under both"correct-erroneous"and"erroneous-correct"conditions,significantly outperforming those with low prior knowledge.For low prior knowledge students,the"correct-erroneous"sequence led to significantly higher near transfer performance than the"erroneous-correct"sequence,whereas no significant difference was found in far transfer.(2)When learning with correct and erroneous examples,low prior knowledge students who received either option-based or scaffolded self-explanation prompts performed significantly better than those without prompts,with no significant difference between the two prompt types.These findings indicate that prior knowledge moderates the effect of example presentation order on the transfer of mathematical operation rules learning,while option-based and scaffolded self-explanation prompts can effectively facilitate the learning performance of low prior knowledge students.