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頁籤選單縮合
題名 | A Study of Children's Comprehension Processes by using "Retelling after Solving" Technique=利用"先解題再重述問題"之方法研究兒童的認知歷程 |
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作者 | 林碧珍; Lin, Pi-jen; |
期刊 | 新竹師院學報 |
出版日期 | 19980200 |
卷期 | 11 1998.02[民87.02] |
頁次 | 頁187-227 |
分類號 | 521.12 |
語文 | eng |
關鍵詞 | 兩步驟; 比較型; 理解歷程; 重述問題; Two-step; Compare; Comprehension processes; Retelling; |
中文摘要 | 本研究旨在瞭解兒童解兩步驟文字題之理解歷程。兒童轉譯題目之反應時間;決定適當的運算符號;和重述問題情境三個相依變數是本研究用來反應兒童的理解歷程。 一個實驗由八個數學文字題組成,是用來檢驗理論假設:兒童較喜歡解當題目的訊息所對應的必要運算符號順序具有一致性的問題。問題的結構和運算的順序是本研究之二個獨立變數。 30位四年級兒童是本研究的樣本,每位兒童需完成兩個階段:先解題再重述問題情境。此八個數學文字題歸成三類:當兩個關係句子都是一致性時,則此問題被定義為完全一致性結構問題(CL);當二個關係句子都具有不一致性的語言結構,此問題為完全不一致性結構問題(TTL),部分不一致性結構問題(PIL)具有一個一致性語言結構的關係句子和一個不一致性語言結構的關係句子。 此研究提供實徵性的證據支持一致性假設(Consistency Hypothesis)(Lewis & Mayer, 1987)。結果顯示:當不一致性的關係句子越多,則越增加兒童解題的困難。問題結構是造成兒童困難於解部分不一致性或完全不一致性結構問題的重要因素。當被要求重述問題情境時,兒童較能正確地重述完全一致性問題;而部分不一致性結構問題或完全不一致性結構問題則通常被描述成完全一致性問題。但完全一致性結構問題並不被轉述為完全不一致性結構問題。 兩個理論模式:轉換模式(Translation Model)和邏輯數學模式(Logic-Mathematics Model)用來解釋本研究之發現。 |
英文摘要 | This study seeks to understand children's comprehension processes when solving two-step compare problems. Comprehension processes are indicated by response time, deciding appropriate operations, and reconstructing a problem's situation based on cues provided. An experiment was to designed to test the theoretical hypothesis that children prefer to solve the problems when problem information is consistent with the order of operations required. Two independent variables, problem structure and the order of operations, were examined in light of their effect on children's comprehension processes. Thirty, fourth-graders, were involved in this study. Each subject was asked to solve eight problems and then retell them. Eight problems consisting of three types of problem structures. A CL problem had two relational sentences with consistent language structure. A PIL problem had inconsistent language structure in one of the two relational sentences and a TIL problem contained two relational sentences with inconsistent language structure. This study provided empirical evidence for the Consistency Hypothesis (Lewis and Mayer, 1987). Results suggested that the number of relational sentences with inconsistent structure increased the degree of difficulty with tow-step compare problems. In a PIL problem, the sequence of relational sentences presented was not a significant variable; however the inconsistency of problem structure was. Results indicated that TIL problems were frequently retold as CL problems, whereas CL problems rarely elicited retelling with PIL or TIL problems. Two theoretical models, translation model and logical-mathematics model, were developed to interpret the findings of the study. |
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