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題名 以概念構圖為學習策略之教學對小學生自然科學習之成效結果
Teaching by Using the Strategy of Concept-Mapping on the Effect of Elementary School Students` Learning Scientific Subjects
作者 陳嘉成
Chen, Jia-Cheng
貢獻者 余民寧
Yu, Min-Ning
陳嘉成
Chen, Jia-Cheng
關鍵詞 概念構圖
學習策略
Concept-mapping
Learning strategy
日期 1995
上傳時間 28-Apr-2016 15:26:19 (UTC+8)
摘要 在概念構圖的相關研究中，並非每一次的教學處理都 能達到顯著的效果，其關鍵應該包括哪些因素？此外，有 一些概念構圖研究中，教學者本身並未深入研究過概念構 圖，所以對於概念構圖之所以能夠產生學習效果的機制可 能並不清楚，甚或這些教學者本身的信念是否可以接受這種新的教學法，尚不得而知，教師若只是在上課時間內用 少許的時間呈現該學習單元的概念圖，或是「模仿」了一 套概念構圖的教學程序，是否能夠產生概念構圖教學應有 的學習效果就更令人懷疑了。
參考文獻 中文部份：
     王美芬、熊召弟（民83）。國民小學自然科學教材教法。臺北：心理。
     王薌茹（民83）。概念圖教學在國中生物學習之成效。國立高雄師範大學科學教育研究所碩士論文。
     江文慈（民82）。槓桿認知能力發展的評量與學習遷移歷程的分析一動態評量之應用。師大教育心理與輔導研究所碩士論文。
     朱智賢（l 989）心理學大辭典。北平：北京師範大學。
     余民寧，陳嘉成，潘雅芳（民85）。概念構圖法在測驗教學上的應用。
     43輯， 195-212頁。
     何蘊琦（民83）。表徵策略教學對提升國小低解題正確率學生解題表現之效果研究。師大教育心理與輔導研究所碩士論文。
     邱上真（民78）。知識結構的評量：概念構圓的發展與試用。特殊教育學報，4，215 - 254 。
     林清山（民80）。教育心理學一一認知取笑。臺北：遠流。
     許松樑（民78）。國中生物科概念構圖技巧評量研究。國立臺灣教育學院科學研究所碩士論文。
     郭姿媚（民75）。知識結構的計量分析。臺大心理研究所碩士論文。
     黃文俊（民83）。國中生物理壓力迷思槓念及概念改變教學可行性之研究。淡江大學教育資料科學研究所碩士論文。
     黃秀瑄、林瑞欽編譯（民80）。認知心理學。臺北：師大書苑。
     張春興（民78）。張氏心理學辭典。臺北：東華。
     楊榮祥（民81）。1992國際數理教育評鑑IAEP一一我們學生能夠學些什麼。國際科學教育研討會彙刊。
     鄭昭明（l994）。認知心理學一理論與實踐。臺北：桂冠。
     詹志禹、吳壁純（民81）。從杭士基與皮亞傑的辯論談認知心理學的走向。教育研究雙月刊，26期，50-64 。
     周立勳（民84）。合作學習的發展趨勢及其對改進班級教學的含意，邁向二十一世紀我國中小學課程革新與發展趨勢學術研討會發表論文。
     
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     Anderson, J.R.(l983). The architecture of cognition. Cambridge, MA : Harvard University Press.
     Anderson, J.R., & Thompson, R. (1989).Use of analogy in a production system architecture. In S.Vosniadou, & A.Ortony, (EDs.). Similarity and analogical reasoning. Cambridge, England: Cambridge University Press.
     Ault, J. C. R. (19S5).Concept mapping as a study strategy in Earth Science, JCST, Sep./Oct. 38 -44.
     Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.
     Ausubel, D.P.(1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
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描述 碩士
國立政治大學
教育學系
83152003
資料來源 http://thesis.lib.nccu.edu.tw/record/#B2002002768
資料類型 thesis
dc.contributor.advisor 余民寧zh_TW
dc.contributor.advisor Yu, Min-Ningen_US
dc.contributor.author (Authors) 陳嘉成zh_TW
dc.contributor.author (Authors) Chen, Jia-Chengen_US
dc.creator (作者) 陳嘉成zh_TW
dc.creator (作者) Chen, Jia-Chengen_US
dc.date (日期) 1995en_US
dc.date.accessioned 28-Apr-2016 15:26:19 (UTC+8)-
dc.date.available 28-Apr-2016 15:26:19 (UTC+8)-
dc.date.issued (上傳時間) 28-Apr-2016 15:26:19 (UTC+8)-
dc.identifier (Other Identifiers) B2002002768en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/87669-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 83152003zh_TW
dc.description.abstract (摘要) 在概念構圖的相關研究中，並非每一次的教學處理都 能達到顯著的效果，其關鍵應該包括哪些因素？此外，有 一些概念構圖研究中，教學者本身並未深入研究過概念構 圖，所以對於概念構圖之所以能夠產生學習效果的機制可 能並不清楚，甚或這些教學者本身的信念是否可以接受這種新的教學法，尚不得而知，教師若只是在上課時間內用 少許的時間呈現該學習單元的概念圖，或是「模仿」了一 套概念構圖的教學程序，是否能夠產生概念構圖教學應有 的學習效果就更令人懷疑了。zh_TW
dc.description.tableofcontents 第一章緒論..........1
     第一章緒論..........1
     第一節研究動機與目的..........1
     第二節研究問題..........4
     第三節主要名詞釋義..........5
     第二章文獻探討..........6
     第一節知識表徵與學..........6
     第二節概念圖與概念構圖的計分..........21
     第三節概念構圖與其學習機制..........31
     第三章方法..........41
     第一節研究..........41
     第二節研究樣本與工具..........42
     第三節研究程序..........45
     第四節資料分析..........48
     第四章結果與討論..........51
     第一節直接效果指標..........51
     第二節高層次思考指標..........53
     第三節記憶保留量指標..........55
     第四節自然科學習態度量表的結果..........57
     第五節二因子混合設計變異數分析..........58
     第六節討論..........60
     第五章結論與建議..........66
     第一節結論..........66
     第二節研究限制..........67
     第三節建議..........69
     參考書目
     中文部份..........74
     英文部份..........76
     附錄
     附錄一學習態度問卷
     附錄二測量直接效果試題
     附錄三高層次思考試題
     附錄四奇異短文		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002002768en_US
dc.subject (關鍵詞) 概念構圖zh_TW
dc.subject (關鍵詞) 學習策略zh_TW
dc.subject (關鍵詞) Concept-mappingen_US
dc.subject (關鍵詞) Learning strategyen_US
dc.title (題名) 以概念構圖為學習策略之教學對小學生自然科學習之成效結果zh_TW
dc.title (題名) Teaching by Using the Strategy of Concept-Mapping on the Effect of Elementary School Students` Learning Scientific Subjectsen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 中文部份：
     王美芬、熊召弟（民83）。國民小學自然科學教材教法。臺北：心理。
     王薌茹（民83）。概念圖教學在國中生物學習之成效。國立高雄師範大學科學教育研究所碩士論文。
     江文慈（民82）。槓桿認知能力發展的評量與學習遷移歷程的分析一動態評量之應用。師大教育心理與輔導研究所碩士論文。
     朱智賢（l 989）心理學大辭典。北平：北京師範大學。
     余民寧，陳嘉成，潘雅芳（民85）。概念構圖法在測驗教學上的應用。
     43輯， 195-212頁。
     何蘊琦（民83）。表徵策略教學對提升國小低解題正確率學生解題表現之效果研究。師大教育心理與輔導研究所碩士論文。
     邱上真（民78）。知識結構的評量：概念構圓的發展與試用。特殊教育學報，4，215 - 254 。
     林清山（民80）。教育心理學一一認知取笑。臺北：遠流。
     許松樑（民78）。國中生物科概念構圖技巧評量研究。國立臺灣教育學院科學研究所碩士論文。
     郭姿媚（民75）。知識結構的計量分析。臺大心理研究所碩士論文。
     黃文俊（民83）。國中生物理壓力迷思槓念及概念改變教學可行性之研究。淡江大學教育資料科學研究所碩士論文。
     黃秀瑄、林瑞欽編譯（民80）。認知心理學。臺北：師大書苑。
     張春興（民78）。張氏心理學辭典。臺北：東華。
     楊榮祥（民81）。1992國際數理教育評鑑IAEP一一我們學生能夠學些什麼。國際科學教育研討會彙刊。
     鄭昭明（l994）。認知心理學一理論與實踐。臺北：桂冠。
     詹志禹、吳壁純（民81）。從杭士基與皮亞傑的辯論談認知心理學的走向。教育研究雙月刊，26期，50-64 。
     周立勳（民84）。合作學習的發展趨勢及其對改進班級教學的含意，邁向二十一世紀我國中小學課程革新與發展趨勢學術研討會發表論文。
     
     英文部份：
     Anderson, J.R.(l976). Language,memory.and thought. Hillsdale, NJ:Erlbaum.
     Anderson, J.R.098D. Cognitive skills and their acquisition. HiIlsdale,NJ:Erlbaum.
     Anderson, J.R.(1982). Acquisition of cognitive skill. Psychological Review, 89, 369-406.
     Anderson, J.R.(l983). The architecture of cognition. Cambridge, MA : Harvard University Press.
     Anderson, J.R., & Thompson, R. (1989).Use of analogy in a production system architecture. In S.Vosniadou, & A.Ortony, (EDs.). Similarity and analogical reasoning. Cambridge, England: Cambridge University Press.
     Ault, J. C. R. (19S5).Concept mapping as a study strategy in Earth Science, JCST, Sep./Oct. 38 -44.
     Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.
     Ausubel, D.P.(1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
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