後設認知配合關鍵詞構圖教學對國小六年級學童解題能力之研究

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題名:
後設認知配合關鍵詞構圖教學對國小六年級學童解題能力之研究
著者: 周怡君; Chou, I-chun
謝淡宜; Dannie Hsieh; 數學教育學系碩士班
主題: 國小六年級學童; 關鍵詞構圖; 後設認知; 解題能力; the six grade students; keyword mapping; metacognition; problem solving ability
描述: 本研究是探討如何提升國小六年級學童的解題能力。使用的解題策略為關鍵詞構圖，並透過後設認知來統整概念，強化解題知能。關鍵詞構圖引導學童分析題目，擬定適合的解題計畫，使學童有選擇性與次序性地進行認知運思，回顧監控自己的解題歷程，促使學童使用後設認知調控學習，進而提升解題能力。本研究主要是以「質的研究」為主，少量「量的研究」為輔。以教學觀察紀錄、課堂學習單、課後單、晤談等方式收集資料，分析學童用關鍵詞構圖來幫助解題的學習歷程。並對實驗班與對照班進行後測及延後測，來探討說明後設認知配合關鍵詞構圖教學的立即成效與保留成效。茲將研究結果、發現摘要如下：一、關鍵詞構圖教學法提升學童解題能力本研究發現在任何階層中(初階、中階、進階)，實驗班學童能依其能力分別逐步發展下列能力，提升其解題能力。 (一)學童會評析關鍵詞構圖的結構，具備批判和修正的能力 (二)關鍵詞構圖能作為摘要式的回顧，提升解題能力 (三)學童會以關鍵詞構圖搭配簡化問題的方式找規律，再運用解題的原理原則來進行類推 (四)關鍵詞構圖教學立即成效和保留成效皆優於傳統教學策略二、後設認知和小組合作學習促使學童關鍵詞構圖架構的轉變，亦即解題歷程的轉變研究發現關鍵詞構圖教學適合以後設認知和小組合作學習的方式進行，且由關鍵詞構圖架構的轉變可看出學童解題歷程的轉變，其轉變如下：(一)初階時大部分學童關鍵詞構圖為直線鍊狀，對解題最大助益(轉變)為幫助學童以不同的觀點瞭解、分析題意。(二)中階時大部分學童關鍵詞構圖轉變為連結不明確的網狀型，對解題最大助益(轉變)為幫助學童以多元思緒來擬定和執行計劃。(三)進階時大部分學童關鍵詞構圖轉變為清楚明瞭的網狀型，對解題最大助益(轉變)為幫助學童驗算和回顧。
The purpose of the study is to explore how to promote the problem solving ability of six grade students. We use keyword mapping as problem solving strategy, and metacognition as means to integrate students concepts and to enhance their problem solving consciousness. The keyword mapping leads students to analyze, to undestand the problem meanings and then to devise a suitable plan. It also makes students think logically and sequentially. The metacognitive teaching approach asks students to look back their thinking processes, and then they can supervise and control their problem solving. Metacognitive training makes students adjust, integrate their learning, then promote their problem solving ability.The research is mainly a qualitative research. Data were collected by means of classroom observation, students’ work sheets and interviews. We analyze students learning about problem solving mainly by their keyword mapping. Then we use post test and delay test to compare the efficacy of experiment group and control group.The important findings are as follows:1. The keyword mapping teaching approach promotes students’ problem solving ability.In all stages (primer, intermediate, advanced problems) we found (1) Students can gradually evaluate the structure of the keyword mapping, then develop their judge and correction ability.(2) The keyword mapping can gradually help students integrate the summary, and then promote their problem solving ability.(3) Some students can simplify the problem in order to find the key of problem solving. They develop the high level of problem solving thinking skills.(4) The results of post test and delay test show the significant differences between experiment group and the control group.2. The metacognitive and cooperative learning facilitate the changes of students’ keyword mapping structure. That change makes the students’ problem solving ability promoted.The changes are as follows:(1)In primer, the most parts of students’ keyword mapping are straight. That helps students understand and analyze in different ways.(2) In intermediate, the most parts of students’ keyword mapping gradually change to unclear net(more structure than straight). That still helps students devise and carry on a plan in diverse thought.(3) In advanced, the most parts of students’ keyword mapping became more definite and reticulate. That helps students to look back, to integrate their learning.
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建立日期: 2010
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2364
資源來源: NUTN IR

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後設認知配合關鍵詞構圖教學對國小六年級學童解題能力之研究

周怡君; Chou, I-chun 謝淡宜; Dannie Hsieh; 數學教育學系碩士班 2010

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