【作 者】：
林洪新， 杨帅峰， 杜雪娇
【关 键 词 】：
在线学习； 认知风格； 推送策略； 样例类型； 小学生
【栏 目】：
中小学电教
【中文摘要】：
不同认知风格小学生在线学习不同类型数学样例的效果存在差异，但目前关于采用何种策略向不同认知风格小学生推送样例的效果较好还不明确。为考查推送策略与样例类型对不同认知风格小学生数学在线学习效果的影响，采用2（认知风格）×2（推送策略）×2（样例类型）三因素实验设计对224名小学生进行研究。结果显示，场独立型小学生的数学在线样例学习效果显著好于场依存型小学生；场独立型小学生在自由选择策略下学习渐减步骤样例的效果显著好于学习附加解释样例，在固定推送策略下学习两种样例的效果没有显著差异；场依存型小学生在固定推送策略下学习附加解释样例的效果显著好于学习渐减步骤样例，在自由选择策略下学习两种样例的效果没有显著差异。这表明场独立型小学生数学在线样例学习时更适合自由选择渐减步骤样例，场依存型小学生更适合固定推送附加解释样例。
【英文摘要】：
There are differences in the effects of different types of mathematical samples in online learning for primary school students with different cognitive styles. However, it is still not clear about which strategy can is better to push samples to pupils with different cognitive styles. In order to explore the influence of the push strategy and the sample type on the mathematical online learning for pupils with different cognitive styles, a three-factor experiment of 2 (cognitive style)* cognition (push strategy)*push (sample type) is designed to study 224 primary school students. The results show that compared with the field-dependent pupils, the learning effect of field-independent pupils is significantly better. With the free-choice strategy, the effect of field-independent pupils learning the sample of decreasing steps is significantly better than that of learning additional explanatory examples, while under the fixed-push strategy, there is no significant difference in the effect of learning the two samples. The effect of field-dependent pupils learning additional explanatory samples under the fixed-push strategy is significantly better than that of learning the sample of decreasing steps, while under free-choice strategy, there is no significant difference in the effects of learning the two samples. Those results indicate that when learning mathematical online examples, field-dependent pupils are more suitable for choosing the decreasing step samples freely while field-dependent pupils are more suitable for fixed push additional explanatory samples.