頁籤選單縮合
題名 | 常態分配及線性迴歸之動態電腦學習設計=A Dynamic Computer Design for Mathematics Key Learning |
---|---|
作者 | 謝哲仁; Hsieh, Che-jen; |
期刊 | 美和技術學院學報 |
出版日期 | 20030900 |
卷期 | 22:2 2003.09[民92.09] |
頁次 | 頁257-275 |
分類號 | 521.53 |
語文 | chi |
關鍵詞 | 電腦輔助學習; 數學教育; Computer assisted learning; Mathematics education; |
中文摘要 | 本文利用動態電子幾何板(Geometer's sketchpad)建構常態分配與線性迴歸的學習例子。動態的視覺效果可讓我們可以免去認知處理資訊的負擔,又可增進我們認知的想像力。但以往的電腦設計,尚缺認知科學所強調的有意義的行為(action),及對行動的反思(reflection)。本文依據新的認知科學理論尤其強調後設認知,學習者經由直接操作物件(圖形)的結果,可以試測一些假設,時尋求動態物件或行動後所產生的不變性(數值的),進而建立強而有力的代數表徵。此種有意義的自我學習,跳脫傳統式的-由教師把知識傳遞學生,而學生只是模仿教師或課本的解題策略而已。而經由這種多元表徵的相關性理解(relational understanding),其數學資源庫(resource)的建立將更形豐富,在而後數學解題的情境中,其處理與控制選擇自然更有彈性。 |
英文摘要 | This study takes the normal distribution and linear regression as contents of instruction using the GSP (Geometer's sketchpad) computer software to construct dynamic-linking examples of multiple representational learning situations. Earlier computer design did not emphasize significant action and active reflection. This paper takes the stance of meta-cognition of cognitive science theory to establish solid algebra representations by testing some hypotheses, localizing dynamic objects or the (numerical) stability from actions. Thus, this kind of meaningful self-learning is deviant from simple knowledge dissemination from teachers to students and student mimicking of teachers or problem solving of textbook questions. Students will be expected to deeply understand the mathematical key concepts and to form much more flexible thinking about the concepts by virtue of relational understanding and affluent resource in mathematics. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。