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題 名 | 從數學教學中再探「精熟學習」:嘗試建立融合性的教學原則=To Explore the "Mastery Learning" from Mathematics Teaching: Try to Establish Teaching Principles |
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作 者 | 陳彥廷; 柳賢; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 34 2004.03[民93.03] |
頁 次 | 頁88-106 |
分類號 | 310.3 |
關鍵詞 | 精熟學習; 聯結論; 練習; Mastery learning; Associationism; Practice; |
語 文 | 中文(Chinese) |
中文摘要 | 過去,由於受到傳統行為學派聯結論(associationism)觀點的影響,許多心理學家與教育學家強調:「練習」可以增進學習的精進。然而,以數學教學課程為例,此些練習卻都是一些相類似甚至重複的計算,只是數字上有一些改變而已。因此,似乎只能說明這只是機械式的串連。時至今日,生物科技、基因工程的進步改變了我們對於生命的定義及對生存的看法。對於「練習」亦有不同的詮釋。有鑑於此,在當前強調理解、有意義學習與能力發展的觀點下,為了使「精熟學習」能重新在現今學習理論中定位,本文首先回顧傳統學習論中有關「精熟學習」的觀點;其次,再從認知分子生物學的觀點探究「精熟學習」;接著,從現今認知學習之觀點探究「數學學習」的意義;最後,進而嘗試建立適合現今教學之原則,以作為日後改善教學之參考。 |
英文摘要 | In the past, affected by the traditional viewpoint of behaviorism's associationism, many psychologists and educators emphasize that "practice" may promote learning. However, take mathematics teaching for example, such practices are nothing but similar and repeated counting. Therefore, it shows that "practice" is just machinery practice. Up to now, the advancements in organism science and gene construction engineering have changed our definition of life and our opinions about existence. In the same way, "practice" is also given a different explanation. Based on what is referred above, and the trend that "comprehension", "meaningful learning" and "ability of development" are emphasized more and more, this article will look back on the traditional learning theory about "mastery learning" first. Second, to explore "mastery learning" from the viewpoint of molecular biology. Third, to explore the meaning of "mathematic learning". Finally, to establish teaching principles, to provide teacher's consult. |
本系統中英文摘要資訊取自各篇刊載內容。