臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：「策略訓練課程」與「策略及認知監控訓練課程」對增進國小六年級學生斜坡問題認知能力之比較研究暨遷移歷程之分析
書刊名：教育心理學報
作者：陳慧娟 引用關係
出版日期：1994
卷期：27
頁次：頁227-257
主題關鍵詞：策略訓練課程；策略及認知監控訓練課程；斜坡問題認知能力；Strategy training program；Strategy plus cognitive monitoring training program；Cognitive ability on inclined-plane task
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:91
  • 點閱點閱:14
　　　　　本研究主要包括兩部份：(一)以教學實驗的方法，比較「策略訓練課程」與「策略及認知監控訓練課程」對國小六年級學生在「斜坡物體下滑問題」解題能力的增進效果，以及遷移效果。(二)採用質的研究法，分析學生的原有知識，探索其解題時思考的心理歷程，以期能發現學習困難的癥結，並對國小自然科教學提供具體之建議。 研究對象為臺北縣秀朗國小六年級45名男生與45名女生，以隨機的方式將男、女學生各分派為「策略及認知監控組」、「策略組」與「控制組」等三組，即每組有男生15人，女生15人。其中策略組學生接受四個單元，每個單元60分鐘的策略訓練課程。而策略及認知監控組學生在接受四個單元的策略訓練課程之後，再接受八個單元， 每個單元60分鐘的認知監控訓練課程。控制組學生則沒有接受任何訓練課程。所得的資料分別以x2統計法及獨立樣本單因子變異數分析考驗假設。其次，為了要實際瞭解學生解題時的內在心理歷程，並分析不同組別學生遷移歷程之個別差異情形，本研究採用放聲思考的個別晤談方式，分別對策略及認知監控組與策略組較具代表性之學生進行訪談。 研究結果如下： 一、研究者分析全體預試學生的筆試試卷後發現，造成大部份學生無法正確解答斜坡問題的原因並不完全相同。有些是由於無法將題目中的文字敘述轉換成相對應的斜坡問題；有些是無法將砝碼重量和斜坡傾斜度以比值的關係呈現，而有些是因計算錯誤，另外有些則是受到無關因素的干擾等。 二、策略及認知監控訓練課程與策略訓練課程皆能充分提升學生斜坡問題之解題發展層次。 三、策略及認知監控訓練課程可促進學生解決斜坡應用問題之遷移能力，但策略訓練課程卻未見其遷移效果。 四、經由原案分析的結果發現，策略及認知監控組學生與策略組學生的解題行為表現不同，除了策略組學生信心不足外，無法有效使用解題策略和缺乏自我監控能力等，均可能是造成其解題表現不佳的原因。
　　　　　There were two main purposes for this study. First, two programs, "Strategy training program" and "Strategy plus cognitive monitoring program", were developed and the enhancing and transferring effects of these two programs on the problem solving abilities of the sixth graders in dealing with the questions of inclined-plane task were com- pared. Second, in order to find out the reasons for students' learning difficulties, the qualitative research method was used to analyze students' behaviors and thinking process of problem solving. Ninety sixth graders, 45 male and 45 female, were selected from eight classes in Show Lang Elementary School for this study. They were randomly assigned to three groups: Strategy training group (ST), Strategy plus cognitive monitoring training group (SCMT) and control group (C). Each group had 30 subjects with 15 male and 15 female. These three groups, namely ST, SCMT and C group, received four session strategy training program, four-session strategy training plus eight-session cognitive monitoring training program, and no training, respectively. There were 60 minutes in each session. The data obtained were analyzed by Chi-square statistics and one-way analysis of variance. After that, the method of individual thinking-aloud interview was used to explore the psychological process of' students' problem solving and to compare differences of transferring processes between ST group and SCMT group. The major findings were summarized as follows: 1. The results from the analysis of the rules used by subjects to solve the inclined-plane task and their error types of the application of these rules indicated that the reasons to be unable to solve problems for most of students were not completely the same. The resons may result from being unable to understand the key points of the problems, unable to translate the written description into inclined-plane task, using the minus strategy to solve problems instead of division strategy, etc. 2. Both "Strategy training program" and "Strategy plus cognitive monitoring training program" showed significant enhancement effects on the rules for the inclined-plane tasks. 3. "Strategy plus cognitive monitoring training program" showed significant transferring effects on the scores for the inclined-plane word problems. But "Strategy training program" showed no significant transferring effects. 4. The results from the analysis of the protocols between SCMT group and ST group indicated that the processes of solving problem of SCMT group were different from those of ST group. Generally speaking, ST group was unable to solve inclined-plan word problem effectively, due probably to lacking of confidence, overemphasizing numbers and ignoring written description. At the end of this paper, results were dicussed, and suggestions about the application of these programs were also offered.
期刊論文
1.Swanson, H. L.(1990)。Influence of metacognitive knowledge and aptitude on problem solving。Journal of Educational Psychology，82(2)，306-314。  new window
2.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-forstering and comprehension monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
3.王建造(19920600)。學生認知發展、思考規則與逆思解題之研究。彰化師範大學學報，3，613-650。  延伸查詢new window
4.郭重吉(19900600)。學生科學知識認知結構的評估與描述。彰化師範大學學報，1，279-320。  延伸查詢new window
5.黃寶鈿(19870100)。示範式群測法研究學生的排水體積守恆概念。測驗年刊，34，137-146。new window  延伸查詢new window
6.董正玲、郭重吉(19920400)。利用晤談方式探究國小兒童運動與力概念的另有架構。科學教育，3，93-123。  延伸查詢new window
7.Amigues, R.(1988)。Peer interaction in solving physics problems: Sociocognitive confrontation and metacognitive aspects。Journal of Experimental Child Psychology，45(1)，141-158。  new window
8.Anderson, J. R.(1982)。Acquisition of cognitive skill。Psychological Review，89，369-406。  new window
9.Bransford, J.、Sherwood, R.、Vye, N.、Rieser, J.(1986)。Teaching thinking and problem solving。American Psychologist，41(10)，1078-1089。  new window
10.Butterfield, E. C.、Nelson, G. D.(1989)。Theory and practice of teaching for transfer。Educational Technology Research and Development，37(3)，5-38。  new window
11.Cross, D. R.、Paris, S. G.(1988)。Development and instructional analysis of children's metacognition and reading comprehension。Journal of Educational Psychology，80(1)，131-142。  new window
12.Delclos, V. R.、Harrington, C.(1991)。Effects of strategy monitoring and proactive instruction on children's problem-solving performance。Journal of Education Psychology，83(1)，35-42。  new window
13.Erickson, G. L.(1979)。Children's concepts of heat and temperature。Science Education，63，221-230。  new window
14.Ferretti, R. P.、Butterfield, E. C.(1985)。The classification of children's knowledge: Development on the balance-scale and inclined-plane tasks。Journal of Experimental child psychology，39，131-160。  new window
15.Ferretti, R. P.、Butterfield, E. C.(1986)。Are variant across instances of problem types?。Child Development，57，1419-1428。  new window
16.Ghata, E. S.(1986)。Strategy-minitoring training enables young learners to select effective strategies。Educational Psychologist，21，43-54。  new window
17.Ghata, E. S.、Levin, J. R.、Pressiey, M.、Ludico, M. G.(1985)。Training cognitive strategy-monitoring in Children。American Education Research Journal，22，199-215。  new window
18.Gilbert, J. K.、Watts, D. M.(1983)。Concepts, misconcepts and alternative conceptions: Changing perspectives in science Education。Studies in Science Education，10，61-98。  new window
19.Linn, M. C.(1977)。Scientific reasoning: influences on task performance and response categorization。Science Education，61，357-365。  new window
20.Linn, M. C.、Eylon, B. S.(1988)。Learning and instruction: An examination of four research perspectives in science education。Review of Educational Research，58(3)，251-301。  new window
21.Osborne, R.(1980)。Children's dynamics。The physics teacher，22(8)，504-508。  new window
22.Siegler, R. S.(1976)。Three aspects of cognitive development。Cognitive Psychology，8，481-520。  new window
23.Schunk, D. H.、Hanson, A. R.(1989)。Self-modeling and children's cognitive skill learning。Journal of Educational Psychology，81(2)，155-163。  new window
24.Siegler, R. S.、Richards, D.(1979)。Development of time, speed, and distance concepts。Development Psychology，15，288-298。  new window
25.Siegler, R. S.(1981)。Developmental sequences within and between concepts。Monographs of the Society for Research in Child Development，46(2)，288-298。  new window
26.Siegler, R. S.(1983)。Five generalizations about cognitive development。American Psychologist，38，263-277。  new window
27.Swanson, H. L.、James, E.、O'Conno, R.、Carter, K. R.。Problem-solving subgroups as a measure of intellectual giftedness。British of Educational Psychology，63，55-72。  new window
28.Flavell, J. H.(1979)。Metacognition and cognitive monitoring: A new area of cognitive development inquiry。American Psychologist，34(10)，906-911。  new window
29.郭重吉(19920500)。從建構主義的觀點探討中小學數理教學的改進。科學發展月刊，20(5)，548-570。  延伸查詢new window
30.張景媛(19920600)。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報，25，201-243。new window  延伸查詢new window
31.林清山、張景媛(19930700)。國中生後設認知、動機信念與數學解題策略之關係研究。教育心理學報，26，53-74。new window  延伸查詢new window
32.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
研究報告
1.郭重吉、吳武雄(1989)。利用晤談方式探查國中學生對重要物理概念的另有架構之研究。行政院國科會科教處。  延伸查詢new window
學位論文
1.林明哲(1990)。國中學生數學解題行為之分析研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
2.林宏一(1990)。大一與高三學生「化學平衡」解題過程與行為之分析(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.張寶珠(1992)。後設認知訓練團體對國中英語低閱讀能力學生之輔導效果研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.郭靜姿(1992)。閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力之成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.楊宗仁(1991)。國中地理科學習之研究--後設認知取向(碩士論文)。國立高雄師範大學。  延伸查詢new window
6.謝秀月(1990)。小學、師院學生熱及溫度概念的另有架構(碩士論文)。國立彰化師範大學。  延伸查詢new window
7.樊雪春(1992)。國中國小學生解彈簧問題與排水體積問題之法則分析--法則評鑑取向(碩士論文)。國立臺灣師範大學。  延伸查詢new window
8.劉錫麒(1991)。合作反省思考的數學解題教學模式及其實徵研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
9.蘇宜芬(1991)。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
10.江文慈(1993)。槓桿認知能力發展的評量與學習遷移歷程的分析：動態評量之應用(碩士論文)。國立臺灣師範大學。  延伸查詢new window
11.楊其安(1989)。利用臨床晤談探究國中學生對力學概念的另有架構(碩士論文)。國立彰化師範大學。  延伸查詢new window
12.唐淑華(1989)。「語文理解課程」對增進國一學生數學理解能力與解答應用問題能力之實驗研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.吳德邦、吳順治(1991)。解題導向的數學教學策略。台北：五南。  延伸查詢new window
2.林清山(1990)。教育心理學--認知取向。臺北市：遠流出版社。  延伸查詢new window
3.國立編譯館(1992)。國民小學自然科課本及習作。  延伸查詢new window
4.國立編譯館(1992)。國民小學數學科課本及習作。  延伸查詢new window
5.Case, R.(1985)。Intellectual Development: A systematic reinterpretation。New York：Academic Press。  new window
6.Krulik, S. K.、Rudnick, J. A.(1989)。Problem Solving: A handbook for senior high school teachers。Boston, MA：Allyn & Bacon。  new window
7.Mayer, R. E.(1983)。Thinking, Problem Solving, Cognition。New York：W. H. Freeman。  new window
8.Newell, A.、Simon, H.(1972)。Human problem solving: Two theoretical perspectives。Washington, D. C。  new window
9.Piaget, J.(1971)。Science of education and Psychology of child。New York：Viking Press。  new window
10.Schoenfeld, A. H.(1987)。Cognitive Science and Mathematics Education。Hillsdale, NJ：Erlbaum。  new window
11.Siegler, R. S.(1989)。How children discover new strategies。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
12.Siegler, R. S.(1986)。Children's thinking。Englewood Cliffs, NJ：Prentice-Hall。  new window
13.Flavell, John H.(1985)。Cognitive development。Englewood Cliffs, NJ：Prentice-Hall。  new window
14.Gagné, E. D.(1985)。The Cognitive Psychology of School Learning。Boston：Little, Brown and Company。  new window
15.王文科(1990)。質的教育研究法。臺北市：師大書苑。  延伸查詢new window
圖書論文
1.Ashman, A.(1992)。Process-based instruction: Integration assessment and instruction。Interactive assessment。New York：Springer-Verlag。  new window
2.Brown, Ann L.、DeLoache, J. S.(1978)。Skills, plans, and self-regulation。Children's thinking: What develops?。Hillsade, NJ：Lawrence Erlbaum Associates。  new window
3.Brown, A. L.、Bransford, J. D.、Ferrara, R. A.、Campione, J. C.(1983)。Learning, remembering, and understanding。Handbook of child psychology: Cognitive development。New York：Wiley。  new window
4.Case, R.(1978)。Piaget and beyond: toward a developmental based theory and technology of instruction。Advances in instructional psychology。Hillsdale, NJ：lawrence Erlbaum。  new window
5.Edward, D. B.、Martin, V. C.、Peter, G. P.、Robin, J.(1985)。Problem solving。Thinking and learning skill。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
6.Embretson, S.(1990)。Diagnostic testing by measuring learning processes: Psychometric considerations for dynamic testing。Diagnostic monitoring of skill and knowledge acquisition。Hillsdale, NJ：Erlbaum。  new window
7.Entwistle, N.(1988)。Motivational factor in student's approach to learning。Learning strategies and learning style。New York：Plenum Press。  new window
8.Flavell, J. H.(1976)。Metacognitive aspects of problem solving。The nature of intelligence。Hillsdale, NJ：Erlbaum。  new window
9.Gilbert, J. K.、Watts, D. M.、Osborne, R. J.(1985)。Eliciting student views using an interview-about-instances technique。Cognitive Structure and Conceptual Change。London：Academic Press。  new window
10.Pressley, M.、Borkowski, J. G.、O'Sullivan, J.(1985)。Children's metamemory and the teaching of memory strategies。Metacognition, cognition and human performance。New York：Academic Press。  new window
11.Siegler, R. S.(1978)。The origin of scientific thinking。Cognitive psychology and instruction。New York：Plenum Press。  new window
12.Simon, H. A.(1980)。Problem solving in education。Problem solving and education: Issues in teaching and research。Hillsdale, N J：Erlbaum。  new window
13.Andre, Thomas(1986)。Problem solving and education。Cognitive classroom learning, understanding, thinking and problem solving。New York：Academic Press。  new window
14.Siegler, R. S.(1985)。Encoding and development of problem solving。Thinking and learning skills (Vol.2): Research and open questions。NJ：Lawrence Erlbaum Associates, Publishers。  new window
15.Brown, A. L.(1978)。Knowing when, where, and how to remember: A problem of metacognition。Advances in instructional psychology。Lawrence Erlbaum Associates。  new window
16.Flavell, J. H.(1981)。Cognitive monitoring。Children's oral communication skills。New York：Academic Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：497（臺灣：465，外國：32） ／ 本年度總使用人次：2625314 ／ 訪客人次（自102年09月）：68436051
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上