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題 名 | 改造建構式教學策略提昇學生問題解決思考能力=Revitalizing Constructivist Teaching Strategies to Promote Students' Problem Solving Ability |
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作 者 | 洪榮昭; 林展立; 林雅玲; | 書刊名 | 國立臺北教育大學學報. 教育類 |
卷 期 | 18:2 民94.09 |
頁 次 | 頁153-173 |
分類號 | 521.429 |
關鍵詞 | 建構主義; 建構教學策略; 問題解決; Constructivism; Constructivist teaching strategy; Problem-solving strategy; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究依據Driver and Oldham(1986)提出的五個建構教學步驟為基礎,配合Bandura(1986)的社會認知理論,以及Richardson(2003)對於建構教學的主張,發展改造建構式教學策略模式。本新式教學模式特點在於以概念分享增加學生多元或轉題的解題策略,以及發展評估學生解題策略完整性和/或最佳性的指標。研究方法採用實驗研究法,針對研究對象實施本研究設計之「Brain Gym」活動。研究對象則以立意取樣,選取20 名國小學童進行研究,其中包括12 位男生、8 位女生。研究發現在實施建構教學之後,學生能夠完整地以他們的先備知識靈活地思考,在第二次解題時其解答的正確方法明顯增加,並能清楚、合理的敘述矛盾消除現象。換句話說,解題策略的完整性有效提升,學習遷移有明顯的效果。 |
英文摘要 | This study aims to create a revitalized model for constructivist teaching, using the five-phase constructivist teaching sequence proposed by Driver and Oldham (1986) as basis and Bandura’s (1986) social cognitive theory and Richardson’s (2003) constructivist views on teaching as reference. The experimentation method was adopted, in which a self-developed multiple-answer quiz was administered to 20 elementary school pupils deliberately sampled for the study, with 12 males and 8 females. Through the experiment, this study found that after the implementation of constructivist teaching, pupils were able to think more flexibly and apply more fully their prior knowledge. Not only did the number of correct solutions increase remarkably but the pupils became more capable of providing clear, logical explanations to the elimination of contradictions in their second round of problem solving. The clear improvement on the completeness of problem-solving strategies of student subjects indicated that a transfer effect of learning has taken place. |
本系統中英文摘要資訊取自各篇刊載內容。