查詢結果分析
來源資料
相關文獻
- Metacognitive Behaviors in Mathematical Problem Solving in Gifted and Average Sixth Grade Students
- 國小數學資優生及普通生「數學解題」歷程之比較(四年級)
- 小學五年級數學資優生與普通生數學解題時思考歷程之比較
- 數學資優生的解題歷程分析--以建中三位不同能力的數學資優生為例
- 後設認知策略教學對國小數學學習障礙學生解題成效之研究
- 國小數學資優生運用畫圖策略解題之探究
- 如何讓國小學生發表其數學解題策略
- 國小高年級學生數學解題後設認知行為之研究
- 國小數學解題教學的省思
- 高一學生數學合作解題與後設認知行為之研究
頁籤選單縮合
題 名 | Metacognitive Behaviors in Mathematical Problem Solving in Gifted and Average Sixth Grade Students=國小六年級資優生與普通生在數學解題中之後設認知行為 |
---|---|
作 者 | 汪榮才; | 書刊名 | 初等教育學報 |
卷 期 | 3 1990.09[民79.09] |
頁 次 | 頁199-243 |
分類號 | 523.32 |
關鍵詞 | 行為; 後設認知; 國小; 普通生; 解題; 資優生; 數學; |
語 文 | 英文(English) |
中文摘要 | 本研究之目的在比較資優生與普通生在數學解題中後設認知行為之差異,並探應其後設認知行為與數學解題能力的關係。 本研究受試者為臺南市兩所資優教育實驗小六年級之三十名資優生及三十名普通生。他們以個別測驗的方式解答五個數學問題。在解答問題時,他們必須不停地把心�堜珝Q到的,大聲說出來。實驗者將他們所說的話予以錄音,然後轉換為書面的文字,並依據編製好的「後設認知行為編碼系統」逐句分類,以分析解題過程中之後設認知行為。 本研究之主要發現如下: 1.資生與普通生在數學解題中之後設認知行為有顯著的差異。和普通生相比較,資優生表現顯著較高比率的「有效設計」和「有效執行」行為,以及顯著較低比率的「無效執行」行為。 2.無論資優生或普通生,其後設認知行為與數學解題能力有顯著相關。就資生而言,五種有效策略能預測數學解題分數約72%的變異,而五種無效策略能預測數學解題分數約75%的變異;就普通生而言,五種有效策略能預測數學解題分數約82%的變異,而五種無策略能預測定解題分數約73%的變異。 |
英文摘要 | The purposes of this study were to examine the differences of mateacognitive behaviors in mathematical problem solving between gifted and average students and to determine the relationship gifted and average students and to determine the relationship between mateacognitive behaviors and mathematical problem solving performance in gifted and average students. The subjects of this study were 30 gifted and 30 average students in sixth grade, randomly selected form two elementary schools in Tainan, Taiwan, the Republic of China. Five mathematical problem solving tasks were individually administered to the subjects; the subjects solved the problems with the “thinking aloud” method. The subject’s verbalizations of his/her problem solving behaviors were tape-recorded and then transcribed into verbatim protocols. The transcribed protocols were analyzed based on the “Metacognitive Behaviros Coding System” which was developed by the researchers. The main findings of this study were as follows: 1.There were significant differences between gifted and average in metacognitive behaviors demonstrated in mathematical problem in metacognitive behaviors demonstrated in mathematical problem solving. Gifted students demonstrated significantly higher percentages of occurrence than average students in effective planning and effective exection behaviors and significantly lower percentages of occurrence in ineffective execution behaviors. 2.Metacognitive behaviors were significantly correlated with mathematical problem solving performance in gifted and average students. When combined, the five effective strategic behaviors accounted for about 72% of variance in mathematical problem solving scores in gifted students and about 82% in average students, while the five ineffective strategic behaviors accounted for about 75% in gifted students and about 73% in average students. |
本系統中英文摘要資訊取自各篇刊載內容。