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題名：建構高中物理解題教學模式之研究
書刊名：臺中教育大學學報. 數理科技類
作者：陳章正／江新合
作者(外文)：Chern, Jang-jenq／Chiang, Shing-ho
出版日期：2007
卷期：21:1
頁次：頁17-42
主題關鍵詞：高中物理；解題教學模式；Senior high school physics；Teaching model of problem solving
原始連結：連回原系統網址new window
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本研究以行動研究的方法建構「高中物理解題教學模式」。本模式根據本研究提出的解題教學五大階層：「理解題意(Understanding)」、「提取概念(Retrieve)」、「選擇概念(Option)」、「反思(Reflection)」、及「應用(Application)」命名爲URORA。 研究對象爲高雄市某高中二年級學生，實驗組112人，對照組106人。以準實驗研究的方法比較實施URORA與否對物理解題學習成效的差異性。 行動研究的歷程共分爲四個階段：第一階段爲「建構解題教學階層」，藉由文獻探討獲得解題教學模式的五大階層，但發現學生應用於物理解題，仍有不足之處；第二階段爲「建構解題教學元素」，增加解題元素作爲模式的橫座標和解題鷹架，但發現學生仍缺乏解題的策略；第三階段爲「精煉解題教學模式」，發展解題教學策略，並完成精煉的解題教學模式；第四階段爲「評鑑解題教學模式」，藉由解題與教學成效的提升，評鑑模式的有效性。 高中物理解題教學模式可引導學生依循階層性實施解題，促進解題成效，故解題教學模式亦可視爲學生的「解題模式」。此外，蒐集學生成績作爲前後測分析的資料，發現採用URORA教學班級的物理成績優於未採用的對照組，建議教師採用具有解題階層、解題元素的「高中物理解題教學模式」實施教學，而學生則用來輔助解題。
The purposes of this action research were to construct a teaching model of physics problem-solving for senior high school students. The model named URORA after the acronym of five physics problem-solving stages developed in this study, i.e. Understanding, Retrieve, Option, Reflection, and Application. The participants in this study were 11th-grade students enrolled in a Kaohsiung municipal senior high school. For comparing their achievements, 112 participants involved in the experimental group who were taught to solve physics problem with URORA, and 106 participants as the control group who studied under the traditional instruction. The action research proceeded as four phases. First phase, constructing problem-solving instruction stages, established 5 stages of URORA through literature review, but it was not concrete enough for students' applications. Second phase, adding elements of problem-solving instruction, scaffolding students' problem-solving in the classroom, nevertheless, students seemed to lack of problem-solving strategies still. Third phase, elaborating the teaching model of problem-solving, developed the strategies and elaborated the model to assist students' work. Fourth phase, evaluating the teaching model of problem-solving, assessed the effects of the model if students improved their problem-solving abilities. The results show that URORA is not only a teaching model for teachers but also a problem-solving model for students, which may improve students' abilities of physics problem-solving efficiently.
期刊論文
1.Reif, F.、Larkin, J. H.、Brackett, G. C.(1976)。Teaching General learning and problem solving skills。American Journal of Physics，44(3)，212-217。  new window
2.Noffke, S.(1994)。Action research: Towards the next generation。Educational Action Research，2(1)，9-21。  new window
3.Hestenes, D.(1987)。Toward a modeling theory of physics instruction。American Journal of Physics，55(5)，440-454。  new window
4.Brass, C.、Gunstone, R.、Fensham, P.(2003)。Quality learning of physics: Conceptions held by high school and university teachers。Research in Science Education，33(2)，245-271。  new window
5.Bruning, R. H.、Schraw, G. J.、Ronning, R. R.(1995)。Cognitive psychology & instruction。  new window
6.Comacho, M.、Good, R.(1989)。Problem solving & chemical equilibrium: successful versus unsuccessful performance。Journal of Research in Science Teaching，26(3)，251-272。  new window
7.Kohl, P. B.、Finkelstein, N. D.(2005)。Student representational competence and self-assessment when solving physics problems。Phys. Rev. STPhys. Educ. Res.，1(1)。  new window
8.Newmann, Fred M.(1988)。Higher order thinking in the high school curriculum。NASSP Bulletin，72(508)，58-64。  new window
9.Palincsar, A. S.(1986)。The role of dialogue in providing scaffolding instruction。Educational Psychologist，27(1/2)，73-98。  new window
10.Treagust, D. F.、Chittleborough, G.、Mamiala, T. L.(2002)。Students' understanding of the role of scientific models in learning science。International Journal of Science Education，24(4)，357-368。  new window
11.Duit, R.、Treagust, D. F.(2003)。Conceptual change: a powerful framework for improving science teaching and learning。International Journal of Science Education，25(6)，671-688。  new window
12.林生傳(20000600)。新世紀教師行動研究的定位與實踐機略。教育學刊，16，1-31。new window  延伸查詢new window
13.Olson, J. K.、Cox-Petersen, A. M.、McComas, W. F.(2001)。The inclusion of informal environments in science teacher preparation。Journal of Science Teacher Education，12(3)，155-173。  new window
14.Yager, R. E.(1991)。The constructivist learning model: Towards real reform in science education。The Science Teacher，58(6)，52-57。  new window
15.Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。  new window
16.Montague, M.(1997)。Cognitive strategy instruction in mathematics for students with learning disabilities。Journal of Learning Disabilities，30(2)，164-177。  new window
會議論文
1.張淑娟、柳賢(1997)。高一學生後設認知能力與數學解題能力關係之研究。中華民國第十三屆科學教育學術研討會。  延伸查詢new window
2.陳章正、江新合(2006)。高中學生物理解題歷程之研究。中華民國第二十二屆科學教育學術研討會。  延伸查詢new window
3.Lippert, R.(198804)。Linking recent research in cognitive science and problem solving to instructional practice: New possibilities。Annual Meeting of the American Educational Research Association。New Orleans, LA。  new window
研究報告
1.洪振方(2004)。探究式教學的歷史回顧與創造性探究模式之初探 (計畫編號：NSC 92-2511-S-017-022)。  延伸查詢new window
學位論文
1.Greenbowe, T. J.(1983)。An investigation of variables involved in chemistry problem solving(博士論文)。Purdue University。  new window
2.Pramual, S.(1990)。Variables involved in physics solving by tenth graders in Thailand(-)。Purdue University，West Lafayette, IN。  new window
3.蘇明俊(2004)。野外探究教學模式之研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
圖書
1.施良方(2001)。學習理論。台北：麗文文化公司。  延伸查詢new window
2.Lind, D. A.、Marchal, W. G.、Wathen, S. A.(2006)。Basic Statistics for Business & Economics。New York, NY：McGraw-Hill。  new window
3.Toulmin, S.(1972)。Human understanding. Vol. 1: The collective use and evolution of concepts。Princeton, NJ：Princeton University Press。  new window
4.Bloom, B. S.、Hastings, J. T.、Madaus, G. F.(1971)。Handbook on formative and summative evaluation of student learning。New York：McGraw-Hill。  new window
5.Gowin, D. Bob(1981)。Educating。Ithaca, New York：Cornell University Press。  new window
6.Lawson, A. E.、Abraham, M. R.、Renner, J. W.(1989)。A theory of instruction: Using the learning cycle to teach science concepts and thinking skills。National Association for Research in Science Teaching。  new window
7.Eysenck, M. W.、Keane, M. T.(2000)。Cognitive Psychology: A Student's Handbook。Psychology Press。  new window
8.Polya, G.(1945)。How to solve it。Doubleday。  new window
9.Resnick, Lauren B.(1987)。Education and learning to think。National Academies Press。  new window
10.Schoenfeld, A. H.(1985)。Mathematical problem solving。Orlando, Florida。  new window
11.Bandura, Albert(1977)。Social Learning Theory。Prentice-Hall, Inc.。  new window
其他
1.Delong, J.(20040229)。Action research implemented in the Grand Erie District School Board: Impact on teacher development, improvement and the support system. Lecture to the Japanese Association Educators for Human Development，http://schools.gedsb.net/ar/articles/japan_march_2004.html， 2007/03/29。  new window
圖書論文
1.Schoenfeld, A.(1989)。Teaching mathematical thinking and problem solving。Toward the thinking curriculum: Current cognitive research。Washington, DC：ASCD。  new window
2.Kemmis, Stephen、McTaggart, Robin(2000)。Participatory action research。Handbook of Qualitative Research。Sage Publications。  new window
3.Larkin, J. H.(1983)。The role of problem representation in physics。Mental models。Hillsdale, NJ：Lawrence Erlbaum。  new window
 
 
 
 
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