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題名 | 國小六年級學生在電腦多重表徵情境下解題之補救教學研究=A Study of Remedial Instruction in Solving Problems with Computer Multiple Representation in Sixth Graders |
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作者 | 謝哲仁; 黃月芬; Hsieh, Che-jen; Huang, Yueh-fen; |
期刊 | 科學教育研究與發展季刊 |
出版日期 | 20071200 |
卷期 | 49 2007.12[民96.12] |
頁次 | 頁58-91 |
分類號 | 523.32 |
語文 | chi |
關鍵詞 | 規律性解題; 多重表徵; 電腦輔助學習; 解題; Pattern problem solving; Multiple representations; Computer assistant learning; Problem solving; |
中文摘要 | 本研究利用電子試算表的功能,設計多重表徵互動式文字應用情境問題之電腦輔助教材,以國小六年級怎樣解題單元為主,來學習正、逆向規律性解題。研究中選取學生三名,研究個案學生如何運用圖形表徵變化的關係,自行找到解題規律的能力。前測時,其中一名個案解題能力達到Sierpinska將理解(understanding)分成四個範疇最基礎的識別(identification)層次;另二名個案則介於識別、辨別(discrimination)的層次。補救教學結束後,在後測表現中,第一名個案提升到歸納(generalization)的應用層次。另二名個案晉升到歸納、綜合(synthesis)的較高層次。因此,學生透過電腦多重表徵的學習情境,進行文字題補救教學時,可有自行尋求正向與逆向解題規律性的能力。三位個案學生透過電腦學習規律性解題的課程設計,能引起學習興趣並增進學習的效果。 |
英文摘要 | This study use the Excel software to design the learning activities for the rural sixth graders to solve the pattern problems, which could be solved forward and backward. Three students were participated in the study. The study will expect the subjects to use the graph attributes, change the linked relationships, and then find the problem –solving rules. In the pretest, one student problem-solving ability was identified as Sierpinska's identification level; The rest two students were in-between the recognition and discrimination level. After practicing the remedial teaching course, the first student rises up to the level-one stage and mathematics generalization level in term of understanding. The rest two students rise up to the level-two stage and mathematics induction, synthesize the application level. Therefore, the students with help of computer activities, have the abilities to solve the pattern problems forward and backward. The designed activities are also arouse up their attitudes of studying mathematics. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。