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中文摘要：
本研究选取了小学五年级88名学生为被试,采用2×2区组实验设计,以小数的四则运算为学习材料,探究自我解释和样例呈现类型对学习状况不同的小学生数学学习的影响.结果表明：（1）自我解释在绩优组学生的概念掌握上有明显的主效应;（2）样例呈现类型在绩困组和绩优组均无主效应;（3）在绩优组远迁移问题的解决上,自我解释和样例呈现类型存在明显的交互作用,即有自我解释的情况下,基于过程呈现的效果要明显好于基于结果呈现,而在无自我解释的情况下,基于结果呈现的效果要明显好于基于过程呈现.
英文摘要：
In this paper,88 fifth -grade students are used for subjects. At the same time, 2 ×2×2 experiments are designed for studying the effects of self - explaining and worked - examples presentation form on primary school mathematics learning. The results showed that： firstly, self - explaining significant shows main effect on the concept acquisition of outstanding student group ; secondly, worked - examples presentation form has no main effect on each dependent variable. In addition, self- explanation and worked - examples presentation form have interaction on the far transfer performance for outstanding student group.
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