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：國中生建構幾何概念之研究暨統整式合作學習的幾何教學策略效果之評估
書刊名：教育心理學報
作者：張景媛 引用關係
出版日期：1995
卷期：28
頁次：頁99-144
主題關鍵詞：幾何教學策略；統整式合作學習；後設認知；動機信念；Geometry teaching strategy；Integrated cooperative learning；Metacognition；Motivational belief
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(3) 博士論文(2) 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:46
  • 點閱點閱:35
　　　　　本研究目的有四:1.瞭解國中生學習幾何概念時所產生的錯誤概念。2.分析學生建構幾何概念的認知歷程。3.針對國中生在建構幾何概念時所可能產生的錯誤概念，設計出適合國中生建構幾何概念的教學略方案。4.以統整式合作學習的方式進行幾何教學，並以實徵研究的方式考驗幾何教學策略方案對國中生幾何概念學習時的學習效果。研究工具包括:幾何測驗卷、動機信念量表、後設認知量表等。研究方法包含兩部份，一是針對學生幾何學習的錯誤概念進行質的研究，另一方面是以實徵研究的方法進行統整式合作學習的幾何教學策略效果的評估。資料分析時，先以三角檢核法進行質的研究部分的效度考驗，再以單因子共變數分析、單因子多變項共變數分析進行量的研究部分的假設考驗。結果發現:1.國中生在幾何學習時有系統性錯誤概念存在。2.「學生生手」思考幾何概念與「學生專家」模式有差異存在;而「學生專家」思考模式也與教師專家」思考模式有差異存在。3.進行統整式合作學習的幾何教學略後，實驗組的受試在幾何測驗卷上的得分高於控制組的受試。4.進行統整式合作學的幾何教學策略後，實驗組的受試在「後設認知」中的「自我調整」因素上的自我監控與自我評鑑的得分高於控制組的受試。5.進行統整式的合作學習的幾何教學策略後，實驗組與控制組學生在「後設認知」中的「執行控制」與在「動機信念」兩大因素上整體的得分有差異存在。「本研究建議:教師在幾何教學時，可採統整合式合作學習的方式，以幫助學生瞭解個別學習、競爭學習與合作學習的方法，並建構出正確的幾何概念。
　　　　　 The purpose of the study were:(1)to understand junior high school student's misconceptions in learning geometry;(2)to analyze students' cognitive process in construction geometry concept;(3)to design an appropriate teaching strategy program for junior high school students to improve their misconceptions in geometry; and (4)to examine the effects of the teaching strategy program with integrated cooperative learningon students' concept in geometry learning. The research instruments in the study included Geometry Test, Motivational Belief Inventory, and Metacognition Inventory. The study was divided into two parts. The first part was to explore the students' misconceptions in learning geometry with the use qualitative analysis. The second part was to examine the effects of teaching strategy program with integrated cooperative learning by means of empirical study. The collected data were analyzed by trangulation, one-way ANCOVA, and one-way MANCOVA. The results were as follows:(1)Junior high school students students have systematic misconceptions in geometry learning. (2)There were differences between novice and expert students in geometry concept thinking modes, and there were differences between teachers and expert students, too. (3)After the experimental group accepted the teaching strategy program, the subjects of Experimental Group had higher scores on Geometry Test than those of control group. (5)There were differences on executive control and motivational belief between experimental group and control group. Based on the findings, the study suggested that the teachers should use integrated cooperative learning in teaching geometry to help the students know the methods of individualized learning, competitive learning and cooperative learning, and to help them construct correct geometry concepts.
期刊論文
1.Klein, J. D.、Erchul, J. A.、Pridemore, D. R.(1994)。Effects of individual versus cooperative learning and type of reward on performance and continuing motivation。Contemprary Educational Psychology，19，24-32。  new window
2.Guilford, J. P.(1980)。Cognitive styles: What are they?。Educational and Psychological Measurement，40(4)，715-735。  new window
3.Meece, J.、Blumenfield, P.、Hoyle, R.(1988)。Students' goal orientation and cognitive engagement in classroom activities。Journal of Educational Psychology，80，514-523。  new window
4.Rysavy, D. M.、Sales, G. C.(1991)。Cooperative learning in computer-based instruction。Educational Technology Research and Development，39(2)，70-79。  new window
5.Grenal, H. P.、Singh, M. B.(1987)。Relationship of achievement motivation and academic performance of rural and urban high school students。Indian Psychological Review，32，1-5。  new window
6.VanCaister, K.、Lens, W.、Nuttin, J. R.(1987)。Affective attitude toward the personal future: Impact on motivation in high school boys。American Journal of Psychology，100，1-13。  new window
7.McCombs, B. L.(1984)。Processes and skills underlying continuing motivation: Toward a definition of motivational skills training interventions。Educational Psychologist，19，199-218。  new window
8.Nichols, J. D.、Miller, R. B.(1994)。Cooperative learning and student motivation。Contemporary Educational Psychology，19(2)，167-178。  new window
9.Schunk, D. H.(1982)。Effects of effort attributional feedback on children's perceived self-efficacy and achievement。Journal of Educational Psychology，74(4)，548-556。  new window
10.Paris, S. G.、Lipson, M. Y.、Wixson, K. K.(1983)。Becoming a strategic reader。Contemporary Educational Psychology，8(3)，293-316。  new window
11.Ali, M. R.(1988)。Relationship between achievement motivation and academic performance of college students in a developing country。Psychological Reports，63，719-722。  new window
12.Brandell, J. H.(1994)。Helping students write paragraph proofs in Geometry。The Mathematics Teacher，87(7)，498-502。  new window
13.Eddins, S. K.、Maxwell, E. O.、Stanislaus, F.(1994)。Geometric Transformations--Part 2。The Mathematics Teacher，87(4)，258-261。  new window
14.Fernandez, M. L.、Hadaway, N.、Wilson, J. W.(1994)。Problem solving: Managing it all。The Mathematics Teacher，87(3)，195-199。  new window
15.Hershkowitz, R.(1989)。Visualization in geometry: Two sides of the coin。Focus on Learning Problems in Mathematics，11(1/2)，61-75。  new window
16.Hoffer, A.(1981)。Geometry ia more than proof。Mathematics Teacher，74，11-18。  new window
17.Hopley, R. B.(1994)。Nested platonic solids: A class project in solid geometry。The Mathematics Teacher，87(5)，312-318。  new window
18.Kouba, V. L.(1994)。Self-evaluation as an act of teaching。The Mathematics Teacher，87(5)，354-357。  new window
19.Ladd, G. W.(1981)。Effectiveness of a social learning method for enhancing children's social interaction and peer acceptance。Child Development，52，171-178。  new window
20.Lee, L.(1985)。Efficacy expections as predictors of performance: Meaningful measures of microanalytic match。Cognitive Therapy and Research，1，367-370。  new window
21.McLachlan, I. D.、Ryan, D. J.(1994)。A. I. M. S. in the classroom。The Mathematics Teacher，87(5)，364-370。  new window
22.Pintrich, P. R.、DeGroot, E. V.(1990)。Motivational and selfregulated learning components of classroom academic performance。Journal of Educational Psychology，82，33-40。  new window
23.Stallings-Roberts, V.(1994)。Exploratory geometry--Let the students write the text。The Mathematics Tescher，87(6)，403-408。  new window
24.Stone, M. E.(1994)。Teaching relationships between area and perimeter with the geometer's sketchpad。The Mathematics Teacher，87(8)，590-594。  new window
25.Talsma, G.、Hersberger, J.(1990)。STAR Experimental geometry: Working with Mathematically gifted middle school students。Mathematics Teacher，83(5)，351-357。  new window
26.Villasenor, A.、Kepner, H. S.(1993)。Arithmetic from a problemssolving perspective: An urban implementation。Journal for Research in Mathematics Education，24，62-69。  new window
27.郭生玉(19730600)。國中低成就學生心理特質之分析研究。國立臺灣師範大學教育研究所集刊，15，左451-534。  延伸查詢new window
28.Markus, H.、Wurf, E.(1987)。The Dynamic Self-Concept: A Social Psychological Perspective。Annual Review of Psychology，38(1)，299-337。  new window
29.Schunk, Dale H.(1981)。Modeling and attributional effects on children's achievement: A self-efficacy analysis。Journal of Educational Psychology，73(1)，93-105。  new window
30.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
會議論文
1.Carpenter, T. P.、Fennema, E.、Franke, M. L.(1992)。Cognitively guided instruction: Building the primary mathematics curriculum on children's informal mathematical knowledge。The meeting of the American Educational Research Association。San Francisco。  new window
2.Chiu, M. H.(1993)。Developing Problem-Solving Skills in Chemical Equilibrium--A Constructive Model。The Annual Meeting of the National Association for Research in Science Teaching。Atlanta, GA。  new window
3.Hershkowitz, R.(1987)。The acquisition of concepts and misconceptions in basic geometry--Or when ''a little learning is a dangerous thing''。The Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics。Ithaca, NY：Cornell University。238-251。  new window
學位論文
1.張景媛(1994)。國中生數學學習歷程統整模式的驗證及應用：學生建構數學概念的分析及數學文字題教學策略的研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
2.Thomas, C. D.(1993)。Constructivism and African-American Confidence in Mathematics(博士論文)。Georgia State University。  new window
圖書
1.Weinert, F. E.(1987)。Introduction and overview: Metacognition and motivation as determinants of effective learning and understanding。Metacognition, motivation, and understanding。Hillsdale, NJ：Erlbaum。  new window
2.Orlich, D. C.、Harder, R. J.、Callahan, R. C.、Kauchak, D. P.、Pendergrass, R. A.、Keogh, A. J.、Gibson, H.(1990)。Teaching strategies。Washington DC：Heath and Company。  new window
3.Usiskin, Z. P.(1982)。van Hiele levels and achievement in secondary school geometry (Final Report of the Cognitive Development and Achievement in Secondary School Geometry Project)。Chicago, Illinois：University of Chicago, Department of Education。  new window
4.Johnson, D. W.、Johnson, R. T.(1994)。Learning together and alone: cooperative, competitive, and individualistic learning。Boston, MA：Allyn & Bacon。  new window
5.Piaget, J.(1976)。The Grasp of Consciousness: Action and Concept in the Young Child。Cambridge, MA：Harvard University Press。  new window
6.Freudenthal, H.(1973)。Mathematics as an educational task。Dordrecht：D. Reidel Publishing。  new window
7.Witkin, Herman、Goodenough, Donald(1981)。Cognitive Styles: Essence and Origins: Field Dependence and Field Independence。New York：International Universities Press。  new window
8.Driscoll, M. P.(1994)。Psychology of learning for instruction。Boston, MA：Allyn and Bacon。  new window
9.Bandura, A.(1977)。Social beaming Theory。Enblewood Cliffs, NJ：Prentice Hall。  new window
10.Gunter, M. A.、Estes, T. H.、Schwab, J.(1995)。Instruction: A Model Approach。Boston：Allyn and Bacon, Inc。  new window
11.Piaget, J.、Inhelder, B.(1967)。The chikfs conception of space。NY：Norton。  new window
12.林清山(1981)。多變項分析統計法。臺北市：東華書局。  延伸查詢new window
13.黃瑞琴(1991)。質的教育研究法。臺北：心理出版社。  延伸查詢new window
14.林清山(1992)。心理與教育統計學。東華書局。  延伸查詢new window
15.Gagné, Ellen D.(1985)。The Cognitive Psychology of School Learning。Little, Brown and Company。  new window
16.Polya, G.(1973)。How to solve it。Princeton University Press。  new window
17.Wertsch, James V.(1985)。Vygotsky and the Social Formation of Mind。Cambridge, Massachusetts：Harvard University Press。  new window
18.Vygotsky, L. S.、Cole, M.、John-Steiner, V.、Scribner, S.、Souberman, E.(1978)。Mind in society: The development of higher mental psychological processes。Harvard University Press。  new window
圖書論文
1.Gagné, R. M.、Glaser, R.(1987)。Foundations in learning research。Instructional technology: foundations。Hillsdale, NJ：Erlbaum。  new window
2.Crowley, M. L.(1987)。The van Hiele model of the development of geometric thought。Learning and teaching geometry, k-12, (1987 Yearbook of the National Council of Teachers of Mathematics)。Reston, VA：NCTM。  new window
3.Hershkowitz, R.、Ben-Chaim, D.、Hoyles, C.、Lappan, G.、Mitchelmore, M.、Vinner, S.(1990)。Psychological aspects of learning geometry。Mathematics and Cognition: A research synthesis by the international group for the psychology of mathematics education。Cambridge：Cambridge University Press。  new window
4.Hoffer, A. R.(1983)。Van Hiele based research。Acquisition of mathematics concepts and Processes。New York：Academic Press。  new window
5.Jick, T. D.(1983)。Mixing qualitative and quantitative methods: Triangulation in action。Qualitative methodology。Sage。  new window
6.Pintrinch, P. R.(1988)。A process-oriented view of student motivation and cognition。Improving teaching and learning through research: New directions for institutional research。San Francisco：Jossey-Bass。  new window
7.Corno, L.、Rohrkemper, M.(1985)。The intrinsic motivation to learn in classroom。Research of motivation: Vol. 2. The classroom milieu。New York：Academic Press。  new window
8.Rumelhart, D. E.(1980)。Schemata: The building blocds of cognition。Theoretical issues in reading comprehension。Hillsdale , NJ：Erlbaum。  new window
9.Witkin, H. A.(1976)。Cognitive style in academic performance and in teacher-student relations。Individuality in Learning: Implications of Cognitive Styles and Creativity for Human Development。San Francisco, California：Jossey-Bass。  new window
10.Simons, P. R. J.、Vermunt, J. D. M. M.(1986)。Self-regulation of knowledge acquisition: A selection of dutch research。German and Dutch research on learning and instruction: General topics and self-regulation in knowledge acquisition。The Hague：S. V. O.。  new window
11.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
12.Norman, D. A.(1983)。Some Observations on Mental Models。Mental models。Lawrence Erlbaum Associates。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
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：565（臺灣：560，外國：5） ／ 本年度總使用人次：1908780 ／ 訪客人次（自102年09月）：67717584
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