Abstract: The purpose of this study is to discover whether the effect of learning objects force analysis by correct and incorrect combined worked-examples is better than by only correct combined worked-example. On this basis, the study further investigates whether the methods of error flag and correct and incorrect worked-examples paired combination can promote the effect of learning objects force analysis. This study designed three experiments to test the hypothesis. All experiments used objects force analysis diagram in first year high school physics textbook as the materials and middle school students of grade three participated in the study. A total of 160 subjects were selected through the pre-test. The experiments used single-factor design, independent variable level: correct and incorrect combined examples vs. correct examples; error flag vs. no error flag in correct and incorrect combined examples; correct and incorrect examples paired combination vs. correct examples. Experimental procedures included pre-test, grouping worked-example learning and post-test. The results of this study showed: (1) Learning effect of correct and incorrect combined examples group is significantly better than only correct combined examples group（F（1，59）=4.89，p< .05）; (2) Learning effect of correct and incorrect combined examples group with error flag is significantly better than correct and incorrect combined examples group without error flag（F（1，99）=7.23，p< .01）; (3) Learning effect of correct and incorrect examples paired combination with error flag is significantly better than only correct combined examples（F（1，59）=5.45，p< .05）. Conclusions of this study: (1)When middle school students use objects force analysis diagram to learn objects force analysis rules, the effect of correct and incorrect combined worked-examples is significantly better than only correct combined examples; (2)When middle school students use objects force analysis diagram to learn objects force analysis rules, the effect of correct and incorrect combined examples with error flag is significantly better than correct and incorrect combined examples without error flag. Error flag can significantly promote learning effect of objects force analysis rules; (3) Correct and incorrect examples paired combination with error flag can significantly promote learning effect of objects force analysis rules. In order to correct the error of objects force analysis in middle school, students can use correct and incorrect examples paired combination with error flag. This study further verifies the learning effect of correct and incorrect combined examples in objects force analysis. This study creates the error flag and correct and incorrect examples paired combination with error flag to promote learning effect of correct and incorrect combined worked-examples.

Key words: objects force analysis, correct and incorrect combined worked-examples, error flag, correct and incorrect examples paired combination with error flag

摘要： 分别采用正误样例组合、有无错误标记的正误样例组合和有标记的正误样例配对组合设计方法，以物体受力分析正误样例为实验材料，以初中三年级学生为被试进行3项实验，考察了被试物体受力分析图正误样例组合的学习效果。结果表明，正误样例组合的学习成绩显著优于正确样例组合的学习成绩；有标记的正误样例组合的学习成绩显著优于无标记样例组合的学习成绩；有标记正误样例配对组合的学习成绩明显优于正确样例组合的学习成绩。

关键词: 物体受力分析, 正误样例组合, 错误标记, 正误配对