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題 名 | 國小數學創造力診斷與認知歷程工具研發=Developing Test Tools to Analyze and Diagnose Mathematical Creativity in Elementary Students |
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作 者 | 陳李綢; | 書刊名 | 教育心理學報 |
卷 期 | 38:1 民95.09 |
頁 次 | 頁1-17 |
分類號 | 521.16 |
關鍵詞 | 數學創造力; 認知成分; 領悟力; 自動化; 創新力; 類比推理; 後設認知; 數學解題; Mathematical creativity; Cognitive component; Insight; Automaticity; Novelty; Analogical reasoning; Meta-cognition; Mathematical problem-solving; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要在探討國小高年級數學創造力診斷與認知歷程分析,並研發適合國小高年級生使用的診斷工具。本研究以國小五、六年級學生為研究對象,根據史騰柏格的創造三面模式理論及國小高年級數學教材編製「國小高年級學生數學創造力診斷與認知歷程分析工具」;其中包括;『算術與邏輯字量表』、『自動化解題行為量表』、『圖形推理量表』、『概念映射量表』、 『後設認真日成份量表』以及『創造性行為量表』等工具,以此工具分析診斷國內國小高年級學生數學創造力,並找出具代表性的數學創造力診斷指標。研究結果顯示:1. 本研究編製的「國小高年級學生數學創造力診斷與認知歷程分析工具」係為一套有效且可靠的數學創造力及數學解題歷程的衡量指標。2. 本研究編製之工具成分包括創新力、領悟力、自動化能力、推理能力與後設認知能力。3. 後設認知場地獨立與創造性行為高低學生,國小高年級學生數學創造力,如領悟力、創新力、自動化能力及後設認知能力都有顯著差異。4. 數學能力與數學創造力有密切關係,而兩者共同的成分是數學解題所具備的後設認知能力、自動化能力、創新力與推理能力。 |
英文摘要 | The main purpose of this study was to develop a set of test tools to analyze and diagnose mathematical creativity of elementary students. The subjects were 5th and 6th graders from an eIementary schooI. Based on Sternberg' s Three-factor Model of Creativity and the mathematical learning materials for elementary students, a test battery of mathematical creativity was developed which incIuded Mathematics and Logical Words Scale, Automatic Mathematical Problem-Solving Scale, Figure Analogical Reasoning Scale, Mathematics Mapping Scale, Meta-Cognitive AbiIity Scale, and Creativity Behavior Scale. These tools were used to anaIyze and diagnose the mathematicaI creativity of elementary students. The findings indicate that : (1) the devised test battery was good in reliabiIity and validity in analyzing and diagnosing the mathematical creativity of elementary students; (2) this battery is comprised of the cognitive components of novelty, insight, automaticity, analogical thinking and meta-cognitive abiIity; (3) high meta-cognition students and field-independents scored higher than low meta-cognition students and field-dependents, respectiveIy, in all components of mathematical creativity, while high creativity students scored higher than low creativity students in several components of it; and (4) mathematical achievement was cIoselyrelated to mathematical creativity, due to common components in mathematical problem-solving such as meta-cognitive ability, automaticity, noveIty and analogical reasoning. |
本系統中英文摘要資訊取自各篇刊載內容。