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題名 | 國小兒童問題結構認知能力及其相關因素之探討研究 |
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作者 | 張再明; | 書刊名 | 嘉義師院學報 |
卷期 | 8 1994.11[民83.11] |
頁次 | 頁1-56 |
分類號 | 521.12 |
關鍵詞 | 國小兒童; 認知能力; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討國小兒童對數學應用題問題結構認知的能力,並探究與問題結構認知能力有關的因素,亦即問題的敘事背景、數字類型、結構複雜度、性別、就讀地區等與問題結構認知能力的關係。 研究採用實驗研究法,以1123位嘉義縣及嘉義市國小六年級的學生為研究對象,依其性別,隨機分派至四組,接受A、B、C、D四種不同的實驗處理,各組的實驗材料均為10題應用題,其中五題為單步驟(One-Step)題,五題為兩步驟題(Two-Step)。每一題應用題另設計五題應用題作為其選項,其中一題的問題結構與題目的問題結構相同。作答時除要求受試者列出解題之運算式外,並從五個選項中選出與題目問題結構相同者。A組係為對照組,所用之實驗材料,各題中選項問題之敘事背景不同,且問題中所用的數字為二位整數,B組問題所用之數字亦為二位整數,但題目中選項的敘事背景均是相同的,C、D兩組題目中選項的敘事背景不同,且C組所用的數字類型為四位整數,D組則為小數。 本研究的重要發現敘述如下: 一、國小兒童問題結構認知的情形大致差強人意。 二、問題的敘事背景並不會影響兒童問題結構認知的表現,不同的數字類型中,只有四位整數對問題結構的認知有影響,但其影響僅限於單步驟題。 三、兒童對單步驟題的問題結構認知表現較佳,兩步驟題的問題結構認知表現則較差。 四、男女生在問題結構認知上並無差異,就讀城市學校兒童之問題結構認知表現較就讀於鄉村學校之兒童為佳,但僅限於單步驟題。 五、問題結構認知表現與解題表現有相關存在。 |
英文摘要 | The purpose of this study was to investigate six graders' perception of problem structure in mathematics. The perceptual differences of problem structure among four types of problems were also studied. The research material used in this study was four different formats of mathematical tests: Form A, Form B, Form C, and Form D. Each test contained of 10 mathematical problems in which five were one-step problems and five were two-step problems. For each problem, five mathematical problems were provided as its options to form a mutiple-choice item. One of the optons had an identifical problem structure as its item problem. Subjects were asked to identify the one with the same structure as its item problem and also write down the correct operation for solving the item. In Form A, two-digit whole number was used in each item, and the options of each item were designed to have various story context. Form B had the same number format as Form A except that the story contexts among the five options were similar. Form C and Form D had the sme formate as Form A except that different number were used for their problems: four-digit whole number for Form C and decimal for Form Drespectively. The subjects were 1123 sixth graders from Chiayi County and Chiayi City. Male and female subjects were randomly assigned to four groups seperately and administered with one of the four tests. The result of this study showed that ttory contexts didn't affect sudjects' perception of problem structure. Among those three different types of numbers using in the problem structure. Among those three different types of numbers using in the problem, i.e.two-digit whole number, four-digit whole number and decimal, only four-digit whole number showed significant effect. The effect, however, existed only on one-step problems. Students studying in urban schools performed better than those studing in rural schools. There were no significant difference found between boys and girls. |
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