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題 名 | 提示對學童問題解決的影響=Reminders and Children's Analogical Problem-Solving |
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作 者 | 黃幸美; 林美珍; 鄭晉昌; | 書刊名 | 國教學報 |
卷 期 | 8 1996.11[民85.11] |
頁 次 | 頁177-202 |
分類號 | 521.422 |
關鍵詞 | 提示; 類比推理; 問題解決; Reminders; Analogical reasoning; Problem solving; |
語 文 | 中文(Chinese) |
中文摘要 | 類比推理在教學上的運用,最常見的為提示與範例教學。提示的設計常利用問題的表面與結構特徵相似性,幫助學習者趨近與學習訊息表徵,並將問題的知識基模遷移以解決類似的相關問題。本研究發現在解決數學文字問題的類比推理方面,提示可以有效地促進兒童類比推理解題。提供兒童與解題相關的公式提示,及圖示與解題公式說明提示,有助兒童的推理解題表現。同時,兒童的年級愈高,其類比推理的解題表現也愈好。瞭解提示方式對兒童類比推理解題的影響,有助教學者提供有效的提示教學,培養兒童類比推理解題能力。 |
英文摘要 | Reminders and examples are the most useful tools in instruction. The surfacial and structural similarities of the problems are often designed in reminders which may help learners access information representation of the problems, as well as transfer the schemas learned from earilier examples to solve later relevent problems. Reminders may aid and improve children's analogical reasoning in solving mathematical word problems. Results of this study indicate that provide the formula that related to the problem and both formula and diagram reminders will help children analogical problem solving. In addition, the more the education children receive, the better their analogical reasoning becomes. It's helpful for instructors to provide effective reminders, as well as improve children's analogical reasoning ability by understanding the aid of reminders. |
本系統中英文摘要資訊取自各篇刊載內容。