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：概念教學模式之探討
書刊名：初等教育學報
作者：徐綺穗 引用關係
出版日期：1995
卷期：8
頁次：頁199-218
主題關鍵詞：概念教學；模式
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(4) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:0
  • 點閱點閱:53
　　　　　本文的目在於探討概念教學的模式。先從對概念學習與概念教學的認知歷程的分析，進而探討由Tennyson & Cocchiarella (1986)和Tessmer, Wilson & Driscoll (1990)提出兩個不同特色的教學模式，前者為集合多數實證研究果彙整而成的教學模式，重視教學應與先前已有知識的連結，而後者則強調概念的功能性，認為需加強學生對概念的應用。本文希望藉由對此兩個不同取向教學模式之探討，了解概念教學的發展；再以結合兩個教學模式的優點，根據Gunter, Estes & Schwab (1990)提出之概念發展順序，擬訂一個修正的概念教學模式，希望提供實際教學之參考。 本文所提之修正概念教學模式，因考慮自然界概念的朦朧性與典型性，主張教學應整例子皆類著手並加強概念間關係結構之分析，配合作業練習活動，以提昇學生的概念應用能力，最後再進行統整，使學生對概念屬性和定義有一簡短而具體的認識，達到明確的教學目標。其具體的教學步驟如下： 一、複習(喚起舊經驗) 二、正、負例的呈現 三、命名與情境描述 四、概念圖之分析 五、作業練習 六、定義與屬性的確認
　　　　　The purpose of the present study is to elucidate the development of concept teaching and to present a new model for concept teaching. Two models are reviewed to show the main ideas in this topic. Based on the results of several researches, which have been verified empirically, the model of Tennyson and Cocchirella (1986) stressed on establishing connections between existed knowledge and to-be-learned concepts. The other one was presented by Tessmer, Wilson, and Driscoll (1990). This model stressed on that concepts should be viewed as conceptual tools rather than classification rules. Concept learning can be measured by the concept use and inferences the presented new model combines the merits of two models. Also the procedure of concept teaching has been designed to meet the natural order of concept development, which coincides with the theory of the concept development model of Gunter et al. (1990). The steps of the concept teaching are summarized to be the following: 1.embedded refreshment, 　　2.presenting related examples, 　　3.labeling and context, 　　4.anlaysis of concept map, 　　5.exercises, 　　6.synthesizing—definition and attributions.
期刊論文
1.Anderson, J. R.、Pirolli, P. L.(1984)。Spread of activation。Journal of Experimental Psychology: Learning, Memory, and Cognition，10(4)，791-799。  new window
2.Shumway, R. J.、White, A. L.、Wilson, P.、Brombachor, B.(1983)。Feature frequency and negative instances in concept learning。American Educational Research Journal，20，451-459。  new window
3.Rosch, E. H.、Mervis, C. B.、Gray, W. D.、Johnson, D. M.、Boyes-Braem, P.(1976)。Basic objects in natural categories。Cognitive Psychology，8，382-439。  new window
4.Pella, M. D.(1966)。Concept learning in science。The Science Teacher，33(1)，31-34。  new window
5.Tessmer, M.、Wilson, B.、Driscoll, M.(1990)。A New model of concept teaching and learning。Educational Technology Research and Development，3(1)，45-53。  new window
6.Tennyson, R. D.、Park, O.、Christensen, D.(1985)。Adaptive control of learning time and content sequence in concept learning using computer-based instruction。Journal of Educational Psychology，77(4)，481-491。  new window
7.Striley, J.(1988)。Physics for the rest of us。Educational Researcher，17(6)，7-10。  new window
8.Shumway, R. J.(1971)。Negative instances and mathematical concept formation: a preliminary study。Journal for Research in Mathematics Education，2(3)，218-227。  new window
9.Tennyson, Robert D.、Cocchiarella, Martin J.(1986)。An Empirically Based Instructional Design Theory for Teaching Concepts。Review of Educational Research，56(1)，40-71。  new window
10.Brown, John Seely、Collins, Allan、Duguid, Paul(1989)。Situated Cognition and the Culture of Learning。Educational Researcher，18(1)，32-42。  new window
11.楊其安、郭重吉(19900900)。利用臨床晤談探究國中學生對力學概念的另有架構。科學教育，1，37-59。  延伸查詢new window
12.Barsalou, Lawrence W.(1983)。Ad hoc categories。Memory & Cognition，11(3)，211-277。  new window
會議論文
1.Wilson, B.、Tessmer, M.(1989)。Concept teaching: A comprehensive view。The annual convention of the Association for Education Communications Technology。Dallas, Tx。  new window
研究報告
1.McMurray, N. E.、Bernard, M. E.、Klausmeier, H. J.(1975)。An instructional design for accelerating children's concept learning。Wisconsin：University of Wisconsin, Wiscosin Research and Development Center for Cognitive Learning。  new window
圖書
1.黃光雄(1994)。教學原理。臺北：師大書苑。  延伸查詢new window
2.趙中建(1992)。教學模式。台北：五南圖書出版公司。  延伸查詢new window
3.Joyce, B.、Weil, M.(1986)。Models of Teaching。Englewood Cliffs, New Jersey：Prentice-Hall, Inc.。  new window
4.鄭昭明(1993)。教學心理學。台北：桂冠圖書。  延伸查詢new window
5.Gag'ne, R. M.、Driscoll, M. P.(1988)。Essentials of learning for instruction。Englewood Cliffs, NJ：Rrentice-Hall。  new window
6.Gage, N. L.、Berliner, D. C.(1988)。Educational Psychology。Boston：Houghton Mifflin & Co。  new window
7.Merrill, M.、Tennyson, R.(1977)。Teaching concepts: An instructional design guide。Englewood Cliffs, NJ：Educational Technology Publications。  new window
8.Klausmeier, H. J.、Ghatala, E. S.、Frayer, D. A.(1974)。Conceptual learning and development: A Cognitive view。Academic Press, Inc.。  new window
9.Gunter, M. A.、Estes, T. H.、Schwab, J. H.(1990)。Instruction: A Models Approach。Allyn and Bacon。  new window
10.朱敬先(1993)。教學心理學。臺北：五南。  延伸查詢new window
圖書論文
1.Millward, R. B.(1980)。Models of concept formation。Attitude, learning, and instruction。Hillsdale, NJ：Erlbaum。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
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：615（臺灣：606，外國：9） ／ 本年度總使用人次：2432875 ／ 訪客人次（自102年09月）：68232633
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