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題名：國中生代數應用題教學策略效果之評估
書刊名：教育心理學報
作者：林清山／張景媛 引用關係
出版日期：1994
卷期：27
頁次：頁35-62
主題關鍵詞：代數應用題；後設認知；動機信念；教學策略；Mathematics word problem；Metacognition；Motivational belief
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(3) 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:21
  • 點閱點閱:37
　　　　　本研究的主要目的有二：1.針對國中生在學習代數應用題時所可能發生的錯誤概念，設計出一套符合內化理論的數學教學策略方案。2.以實徵研究的方法考驗這一套內化理論的數學教學策略對國中生代數學習時的學習效果。本研究以臺北市螢橋國中二年級85位學生進行質的研究；另以天母國中二年級學生45位進行實驗教學的研究。使用的工具包括後設認知量表、動機信念量表、數學測驗卷以及兩個訓練課程(後設認知與動機信念訓練課程、代數應用題解題策略訓練課程)等。所得的資料採用質的分析以及單因子多變項變異數分析和混合設計二因子變異數分析等統計法來加以分析。結果發現：1.學生在代數應用題的學習上有系統性的錯誤概念產生。2.學生在進行「後設認知與動機信念訓練課程」後，對其動機信念未能產生立即的影響，但對其後設認知有立即的影響產生。3.學生在進行「代數應用題解題策略訓練課程」後，其數學解題能力有所進步。4.接受兩項訓練課程的實驗組一的學生在追蹤研究時的代數應用題上的表現最好。這些結果顯示：經由瞭解學生的錯誤概念，可以幫助教師設計良好的教學策略；同時，後設認知與動機信念對學生的學習會產生持續努力的效果。
　　　　　The purposes of this study were: 1) to design, according to the internalization theory, a mathematics Teaching strategy program to deal with junior high students' misconceptions in mathematics word problems; 2) to examine the effect of this teaching strategy program on junior high students' learning outcomes in mathematics word problems. Eighty five subjects were drawn from Ying-Chyau Junior Hisgh School for qualitative analysis, and 45 subjects were drawn from Tien-Mu Junior High School for the study of experimental teaching. The instruments used were "metacognifion Inventory-", "Motivational Belief Inventory'', and "Mathematics Test". The subjects of the Experimental Group I received both 'Metacognition and Motivational Belief Training Course" and "Mathematics Word Problem Solving Strategy Training Course", but the subjects in Experimental Group II received the latter course only. The data thus collected were analyzed by qualitative analysis, one-way multivariate analysis of variance, and two-way ANOVA with mixed design. The findings were as follows: 1.The students had systematical misconceptions in mathematics word problems learning. 2) "Metacognition and Motivational Belief Training Course" could not affect the subjects' motivational belief immediately, however, it could affect immediately their metacognition. 3) The students' abilities in solving mathematics word problems were enhanced after they had accepted "Mathematics Word Problerm Solving Strategy Training Course". 4) The subjects who accepted both the two training courses performed best in the follow-up stage. These results showed that understanding students' misconceptions could help teahcers to design good teaching strategies, and that metacognition and motivational belief could pro mote students to study hard continuously.
期刊論文
1.Cardelle-elawar, M.(1992)。Effects of teaching metacognitive skills to students with low mathematics ability。Teaching & Teacher Education，8，109-121。  new window
2.Cobb, P.、Yackel, E.、Wood, T.、McNeal, B.(1992)。Characteristics of classroom mathematics traditions: An interaction analysis。American Educational Research Journal，22，573-604。  new window
3.Cornbleth, C.(1975)。Student questioning as a learning strategy。Educational Leadership，33，219-222。  new window
4.Craven, R. G.、Marsh, H. W.、Debus, R. L.(1991)。Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept。Journal of Educational Psychology，83，17-27。  new window
5.Dillon, J. T.(1982)。Cognitive correspondence between question/statement and response。American Educational Research Journal，19，540-551。  new window
6.Fabricius, W. V.、Hagen, J. W.(1984)。Use of causal attributions about recall performance to assess metamemory and predict strategic memory behavior in young children。Experimental Psychology，20，975-987。  new window
7.Fishbein, H. D.、Eckart, E.、Lauver, E.、VanLeeuwen, R.、Langmeyer, D.(1990)。Learners' question and comprehension in a tutoring setting。Journal of Educational Psychology，63，459-465。  new window
8.Fishbein, H. D.、VanLeeuwen, R.、Langmeyer, D.(1992)。Teacher versus learner controlled instruction: Question-asking and comprehension。British Journal of Educational Psychology，62，126-131。  new window
9.Gow, L.、Kember, D.(1993)。Conceptions of teaching and their relationship to student learning。British Journal of Educational Psychology，63，20-33。  new window
10.Mitchell, J.、Marland, P.(1989)。Research on teacher thinking: The next phases。Teaching and Teacher Education，5，115-128。  new window
11.Miller, L. D.(1992)。Teacher benefits from using important writing prompts in algebra classes。Journal of Research in Mathematic education，23，329-340。  new window
12.Marsh, H. W.(1990)。Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis。Journal of Educational Psycholoyg，81，646-656。  new window
13.Kurtz, B. E.、Borkowski, J. G.(1984)。Children's metacognition: Exploring relationship among knowledge, process, and motivational variables。Journal of Experimental Child Psychology，37，335-354。  new window
14.Hart, L. C.(1993)。Some factors that impede of enhance performance in mathematical problem solving。Journal for Research in Mathematics Education，24，167-171。  new window
15.Mumme, J.、Weissglass, J.(1990)。Improving mathematics education through school-based change。Mathematicians and Education，2，2-23。  new window
16.Pirie, E.、Schwarzenberger, R.(1988)。Mathematical discussion and mathematical understanding。Educational Studies in Mathematics，19，459-470。  new window
17.Pintrich, P. R.、Marx, R.、Boyle, R. A.(1993)。Beyond cold conceptual changer: The role of motivational beliefs and classroom contextual factors in the process of conceptual change。Review of Educational Research，63，167-199。  new window
18.Usnick, V. E.(1992)。Multidigit addition: A study of an alternate sequence。Focus on Learning Problems in Mathematics，14，53-62。  new window
19.Strain, P. M.(1982)。Evaluation by the numbers。Special Libraries，73，165-172。  new window
20.Schunk, D. H.(1986)。Verbalization and children's self-regulated learning。Contemporary Educational Psychology，11(4)，347-369。  new window
21.Villasenor, A.、Kepner, H. S.(1993)。Arithmetic from a problem-solving perspective: A urban implementation。Journal for Research in Mathematics Education，24，62-29。  new window
22.Wood, T.、Cobb, P.、Yackel, E.(1991)。Change in teaching mathematics: A case study。American Educational Research Journal，28(3)，587-616。  new window
23.Winograd, K.(1993)。Selected writing behaviors of fifth grade as they composed original mathematics story problems。Research in the Teaching of English，27，369-394。  new window
24.Weinstein, C. S.(1988)。Preservice teachers' expectations about the first year of teaching。Teaching & Teacher Education，4，31-40。  new window
25.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
26.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
27.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
圖書
1.Orlich, D. C.、Kauchak, D. P.、Harder, R. J.、Pendergrass, R. A.、Callahan, R. C.、Keogh, a. J.、Gibson, H.(1990)。Teaching Strategies。D. C.：Heath Company。  new window
2.Pimm, d.(1987)。Speaking mathematically: communication in the mathematics classroom。London：Routledge & Kegan Paul。  new window
3.Vygotsky, L. S.、Cole, M.、John-Steiner, V.、Scribner, S.、Souberman, E.(1978)。Mind in society: The development of higher psychological process。Cambridge, MA：Harvard University Press。  new window
4.Orlich, D. C.(1989)。A study of elementary school science teaching。Pullman：Washington State University。  new window
5.歐用生(1989)。質的研究。臺北市：師大師苑。  延伸查詢new window
6.黃瑞琴(1991)。質的教育研究法。臺北：心理出版社。  延伸查詢new window
7.單文經(1992)。課程與教學研究。師大書苑。  延伸查詢new window
8.郭生玉(1985)。心理與教育訓練。台北：精華書局。  延伸查詢new window
圖書論文
1.Brown, A. L.、Armbruster, B. B.、Baker, L.(1986)。The role of metacognition in reading and studying。Reading comprehension: From research to practice。Hillsdale, NJ：Erlbaum。  new window
2.Renninger, K. A.(1992)。Individual interest and development: Implications for theory and practice。The role of interest in learning and development。Hillsdale, NJ：Erlbaum。  new window
3.Pintrich, P. R.、Schrauben, B.(1992)。Students' motivational beliefs and their cognitive engagement in classroom academic tasks。Student perceptions in the classroom: Causes and consequences。Hillsdale, NJ：Erlbaum。  new window
4.Vergnaud, G.、Booker, G.、Confrey, J.、Lerman, S.、Lochhead, J.、Sfard, A.、Sierpinska, A.、Wheeier, D.(1990)。Epistemology and psychology of mathematics education。Mathematics and cognition: A Research Synthesis by the International Group for the Psychology of Mathematics Education。NY：Cambridge University Press。  new window
5.Weinert, F. E.(1987)。[Metacognition and motivation as determinants of effective learning and understanding] Introduction and overview。Matacognition, motivation, and understanding。NJ：Lawrence Erlbaum Associates。  new window
 
 
 
 
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