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題名 | 商專學生函數概念的形成與學習困難=The Formation and Learning Difficulties of the Concept of Function of the Sutdents in the Junior College of Business |
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作者 | 呂永聰; Lue, Yuang-tswong; |
期刊 | 北商學報 |
出版日期 | 20050700 |
卷期 | 8 2005.07[民94.07] |
頁次 | 頁131-166 |
分類號 | 314.5 |
語文 | chi |
關鍵詞 | 泛函概念; 概念的形成與發展; 層級; 地步; 階段; 學習困難; 錯誤概念; 施華德學說; Functional concepts; The formation and development of concept; Levels; Steps; Stages; Learning difficulties; Misconceptions; Sfard's argument; |
中文摘要 | 本研究在探討中上程度之學生在商專一年級時,對函數及相關概念有何學習困難與錯誤概念,及其認知是處於概念形成與發展的那個層級或地步。 研究者自編三與函數有關的測驗卷,曾送請國內專家評閱,並在一所商專先行預試,然後修改試題,再於同校一年級的一個班施測,且對某些學生進行訪談。 研究發現學生只對機械式的簡單演算比較熟練,但對概念性的問題顯得生疏,對斷性變數不瞭宗。根據施華德的說法,大部分學生對泛函概念的認知,僅達內化地步,未達濃縮或固化地步,但施華德的說法籠統,將函數概念的學習與其演算和繪圖能力混為一談,又與其上層概念沒有分野。在另一方面,多數學生對函數的認知雖達舉例層級,但未達辨認與舉非例層級,遑論說理或形式層級。 |
英文摘要 | This study was designed to investigate the students’ cognition of functional concepts, learning difficulties, misconceptions, and their level or step of the formation and development of the concept of function. The scores of academic attainment test of the junior middle school of most students in the study were about above those of 80% examinees in the test. The investigator designed three sets of test questions on functions that were sent to experts to ask for comments. A pilots study was carried out in a junior business college and then the test questions were revised. Afrerwards, three tests were administrated in a class of Grade 10 in the same college. Some students were interview-ed to understand their thinking. The researcher has found that students were only skillful with simple mechanical algorithms but they were unfamiliar with conceptual problems. Students felt puzzled about discrete variables. According to Sfard’s arguments, most students only attained the interiorization step and neither condensation nor reification step. However, Sfard’s arguments are indistinct. The concept and procedures are confused in her arguments. The concepts of upper level are not distinguished from the concept of function. Generally speaking, the cognition of function of most students in this study reached the “example citing” level and not yet the “distinguishing” level or the “nonexample citing” level. Few students reached the “reasoning” level or the “formal” level. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。