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題 名 | 發展化學系學生多元思考特性的研究=Study on Promoting Multi-Thinking Traits for Chemistry Students |
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作 者 | 吳智惠; | 書刊名 | 屏東教育大學學報 |
卷 期 | 26 2007.03[民96.03] |
頁 次 | 頁73-99 |
分類號 | 525.334 |
關鍵詞 | 多元思考特性; 思考風格; 化學教學; Multi-thinking traits; Thinking style; Chemistry teaching; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探究大學化學系課程分子點群與對稱運作單元,多元思考特性教學設計的發展與施行,對個案學生思考特性發展情形的影響。 本研究根據Sternberg發展多元思考特性的教學設計原則,規劃出三種教學計畫:教學計畫一,能促進分析型思考特性的發展。教學計畫二,能促進創造型思考特性的發展。教學計畫三,能促進實作型思考特性的發展。 根據思考風格量表測量結果,選取六位化學系學生,依照個別思考特性的差異,分組進行教學計畫。研究者透過詮釋個案學生思考特性的發展情形,來檢驗教學計劃的良窳。研究者採用 Collins思考能力的形式分類表單,作為詮釋個案學生思考特性的理論架構。 研究結果顯示,教學計劃的內容影響學生思考歷程的深度與廣度,適當的教學設計能有效的達成目標。教師在進行教學過程中,要求個案學生「以自己的話說明對問題的理解」或是「在傾聽同儕說明解題過程後,再以自己的話陳述一遍」,這些方式皆是促成個案學生發展思考特性的重要因素。 |
英文摘要 | The aim of this study was to design instructions to promote students’ thinking traits. Based on Sternberg’s principles of the developing multi-thinking traits, three kinds of instruction plans were designed: 1. The first instruction plan was aimed to promote analytical thinking trait. 2. The second instruction plan was for promoting creative thinking trait. 3.The third one was for practical thinking trait. Selected from the result of thinking style questionnaire, six chemistry students were chosen and divided into three groups to be instructed in every specific teaching plan. The interpretive theoretical structure is constructed from Collins’ eight categories of cognitive development. The result revealed that the content of instruction plans could affect the depth and broadness of case students’ thinking processes. The key factors to develop students’ thinking traits during the proceeding in the learning activities are“students’ own language in explain their understanding about the problem”and“ the re-description of the problem-solving processes with his/her own language after listening to the peers’ answer ”. |
本系統中英文摘要資訊取自各篇刊載內容。