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題 名 | 以認知負荷的觀點探討數學問題設計的適切性=Cognitive Load Perspectives on Discussing the Fitness of Mathematic Problem Designs |
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作 者 | 郭秀緞; | 書刊名 | 教育研究 |
卷 期 | 13 民94.06 |
頁 次 | 頁169-182 |
分類號 | 521.5931 |
關鍵詞 | 認知負荷; 問題設計; 問題解決; Cognitive load; Problem design; Problem-solving; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的主要目的,在於探討數學方面的問題設計對認知負荷以及解題結果的影響,以進一步討論問題設計的適切性。研究樣本來自高雄市一所國小五年級8個班級的學生,共288人,隨機抽取出30人,再隨機分配為2組,各15人。研究工具包括「數學問題測驗」、「認知負荷的問卷調查」以及針對解題歷程的訪談。主要研究發現:1. 數學問題的陳述方式不同,會影響學生的認知負荷以及測驗成績,但是在作答時間上是沒有差異的。2. 學生對整個問題陳述完,才讓學生作答的題目,感覺困難,因為心中要記很多項目;而面對依解題所需程序,一一呈現子題的題目設計,學生感覺到題目較為容易。本文根據研究發現,提供一些建議,作為教學布題或教材安排的參考。 |
英文摘要 | The aim of the research is to realize what effects mathematic problem designs have on cognitive load and problem solving. Furthermore, it discusses the fitness of problem designs. The resources of sample are students from eight classrooms in Kaohsiung city which amounted to 288 numbers; then took 30 people and distributed them into two groups randomly. The research instruments include “Mathematic Problem Test” and “Cognitive Load Questionnaire”, besides, adding to students' interview on problem-solving process. The discoveries are as follows: 1. Students' cognitive load and test scores depended on mathematic problems how to be deisgned, but the answer time has no significant difference between two kinds of mathematic problems. 2. In terms of the stating styles on problems, it was better for students to express sub-items gradually rather than giving whole problems. According to discoveries above, this article offers some suggestions to problems design and materials arranging on teaching mathematics. |
本系統中英文摘要資訊取自各篇刊載內容。