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| 題 名 | 後設認知理論及其在國小學童數感發展上的應用=The Application of Metacognitve Theory on Students' Development of Number Sense |
|---|---|
| 作 者 | 許清陽; | 書刊名 | 教育研究 |
| 卷 期 | 13 民94.06 |
| 頁 次 | 頁139-148 |
| 分類號 | 523.32 |
| 關鍵詞 | 後設認知; 數感; 有意義的學習; Metacognition; Number sense; Meaningful learning; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 後設認知的主要構成要素可分為知識(knowledge)和控制(control)兩個主要向度,其指的是對自我認知歷程的了解,以及對自我認知活動的監控、評價與調整。而數感強調數學教學中,對數字意義化的重要性,擁有數感能力的人,對數字有較強的直覺感覺,能以不同的方式使用和解釋數字,並能創新數字的形式來解決問題,在不須使用紙筆計算的情境下,能運用有效的策略處理所面對的數字情境。後社認知與數感關係密切,兩者兼俱發展性與習得性兩種特徵。在數學有意義的學習領域裏,數感是目前數學教學的重要課題,而後社認知有助於開發學生的能力,發揮學生的主動性和自覺性,且解決學生如何有效地學習及培養良好的學習習慣等問題。因此,數學教師若能學習和掌握後社認知理論的要義,運用於數學實際的教學之中,將能提升兒童的數感。 |
| 英文摘要 | The main components of metacognition can be divided into knowledge and control, which menas the understanding of self-cognitive process, and the monitor, appraisal and adjusting of self-cognitive activity. Number sense refer to an intuitive feeling about number, operations, and their relationship. It is an ability to use basic number cocepts, and apply the knowledge of numbers and operations to computational situations flexibly in order to make judgment of reasonableness of calculating results. Metacognition and number sense are relevant. Both are found teachable and learnable. According to the meaningful learning theory, the teaching of number sense is important, and metacognition is useful for students' ability. Thus, if mathematics teachers can apply the main implication of metacognitive theory to the real mathematics teaching, it can raise childrens' number sense. |
本系統中英文摘要資訊取自各篇刊載內容。