正误样例的变异程度与问答式建构性活动对二力平衡学习效果的影响

本论文选取初中物理二力平衡的相关知识为样例学习内容，以普通中学的8年级学生为被试，通过文献研究法和实验法，就正误样例变异程度以及问答式建构性活动对二力平衡学习效果的影响进行研究。结果表明：
（1）低变异正误样例组被试的后测成绩显著优于高变异正误样例组被试的后测成绩。同时，配对样本t检验表明，两组被试的后测成绩显著优于前测成绩。
（2）在高变异正误样例水平下，诱发问答式建构性活动组被试的后测成绩显著优于无诱发问答式建构性活动组被试的后测成绩。
基于研究结果，论文提出了教学建议，希望对中学物理教师的教学有实效性的作用。

关键词  ：正误样例，变异程度，问答式建构性活动，二力平衡，学习效果
Abstract

In this paper, the writer selects two force balance related knowledge of junior high school physics as learning content that is learned from the worked example, and select grade 8 students of ordinary schools as subjects, through literature research and experiment method, study the influence in learning two force balance caused by the variation degree of correct-incorrect worked example and answering question constructive activities. The results show that:
(1)The following test scores of correct-incorrect worked example with low variation degree are significantly better than following test scores of correct-incorrect worked example with high variation degree. At the same time, Paired-sample T test show that, the following test scores of two groups is significantly better than pre-test scores of the two groups.
(2)In the high variation degree of correct-incorrect worked example, the following test scores of the participants who are asked to participate in answering question constructive activities is significantly better than the following test scores of the participants who are not asked to participate in answering question constructive activities.

Key words  : correct-incorrect worked example, variation degree, answer question constructive activities, two force balance, learning effect.

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