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題名 | 問題表徵與問題解決=Problem Representation and Problem Solving |
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作者 | 羅素貞; | 書刊名 | 屏東師院學報 |
卷期 | 9 1996.06[民85.06] |
頁次 | 頁149-176 |
分類號 | 521.422 |
關鍵詞 | 問題解決; 問題表徵; Problem representation; Problem solving; |
語文 | 中文(Chinese) |
中文摘要 | 本文基於訊息處理理論的觀點,除探討「知識豐富」的各學科領域中,問題表徵的形成過程、及其對問題解決的影響外,並回顧目前有關問題表徵的測量方式,及改進問題表徵的可能方法。從本文的回顧中可以結論有關問題表黴的特性如下:(1)問題表徵對於解題成敗有關鍵性的影響;(2)問題表徵的形成受到領域知識的影響;(3)表徽的測量從強調質的不同轉向強調量的不同;(4)問題表徵的教學著重在幫助解題者形成連貫性、對應性及連接性的問題表徵。而在問題解決的教學方面,本文也對教學者提出以下建議:(1)強調經由了解問題而解題;(2)對問題的陳述應簡明清楚;(3)幫助學生養成建立外在表徽的習慣;(4)注意屬性與處理的交互作用。 |
英文摘要 | Based on information processing theory, this paper is to explore the forming process of problem representation and the effects of problem representation on problem solving in knowledge-rich domain. In addition, it also reviews the ways of measurement on problem representation and how to improve the representation of problem. After this review , this paper summaries the following characteristics of problem representation: a) problem representation has critical effects on problem solving; b) domain knowledge will influence the formation of problem representation; c) the focus of measurement on problem representation shifts from categorizing representation to quantifying the quality of representation; d) the intruction of problem representation emphasizes helping children to contruct a coherent, corresponding and connective problem representation. Suggestions for teachers on instructing problem soving are as follows: a) teachers should instruct children to solve problems through understanding; b) teachers should state problems concisely and clearly; c) teachers should give the children more chances to practice the construction of external problem representation; d) teachers should be careful about the effects on the interaction of attribution and instruction. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。