Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/90295| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 顏乃欣 | zh_TW |
| dc.contributor.author | 葉雪梅 | zh_TW |
| dc.creator | 葉雪梅 | zh_TW |
| dc.date | 1990 | en_US |
| dc.date | 1989 | en_US |
| dc.date.accessioned | 2016-05-03T06:22:12Z | - |
| dc.date.available | 2016-05-03T06:22:12Z | - |
| dc.date.issued | 2016-05-03T06:22:12Z | - |
| dc.identifier | B2002005364 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/90295 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 教育學系 | zh_TW |
| dc.description.abstract | 本研究旨在探討國小兒童對「比較」類應用問題的解題行為。過去研究顯示，「比較」類應用問題中的「參照量未知」題要此「被比較量未知」題困難。 | zh_TW |
| dc.description.tableofcontents | 第二章：文獻探討......................... 6\r\n第一節：文字應用問題的解題模式----Nesher等人(1982) 模式......................... 6\r\n第二節：鄭昭明與翁家英(民78) 的實驗研究......................... 19\r\n第三節：監控認知......................... 27\r\n第四節：改寫題目對兒童解題行為的影響......................... 33\r\n第五節：研究目的與研究假設......................... 36\r\n第三章：研究方法......................... 43\r\n第一節：篩選測驗..................................................43\r\n第二節：實驗處理......................... 45\r\n第四章：研究結果......................... 52\r\n第一節：實驗組學童在「增加問旬」上的答題結果......................... 52\r\n第二節：實驗組學童在「增加問旬」上答題結果之正確率......................... 58\r\n第三節：改寫題目對兒童解「參照量未知」題的影響......................... 60\r\n第五章：討論與建議......................... 64\r\n第一節：討論......................... 64\r\n第二節：建議......................... 74\r\n參考書目......................... 78\r\n附錄1篩選測驗之應用問題.........................91\r\n附錄2篩選測驗之指導語.........................93\r\n附錄3篩選測驗結果.........................94\r\n附錄4預試.........................97\r\n附錄5預試所用之試題.........................103\r\n附錄6實驗所用之試題.........................112\r\n附錄7實驗所用之指導語.........................121\r\n【圖目錄】\r\n圖2-1 部份-部份一整體基模(P-P-W).........................13\r\n圖2-2 非逆轉性出較基模.........................15\r\n圖2-3 比較基模......................... 17\r\n圖2-4： Moely, Olson, Halwes & Flavell(1969) 實驗用圖案......................... 30 | zh_TW |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#B2002005364 | en_US |
| dc.title | 國小兒童對「比較」類應用問題的解題行為 | zh_TW |
| dc.type | thesis | en_US |
| dc.relation.reference | 【中文部份】\r\n唐淑華(民78) 。「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。國立臺灣師範大學教育心理與輔導研究所碩士論文。\r\n張春興(民77) 。知之歷程與教之歷程：認知心理學的發展及其在教育上的應用。行政院國家科學委員會認知與學習第二次研討會專集論文。\r\n鄭昭明(民76) 。知識的傳遞與理解歷程。行政院國家科學委員會認知與學習第一次研討會專集論文。\r\n鄭昭明、翁家英(民78) 。國小兒童解數學應用問題的認知歷程。行政院國家科學委員會認知與學習第三次研討會專集論文。\r\n劉錫麒(民77) 。統合認知與數學問題解決教學。台灣省立師範學院76學年度教學研究學術研討會論文集。\r\n\r\n【央文部份】\r\nAndre,T.(1986).Problem solving and education. In G.D.Phye,& J.Andre(Eds.). Cognitive classroom learning: understanding, thinking and problem solving (pp.169-204). Orlando, Florida: Academic Press, Inc.\r\nAnderson,J.R.(1983); The architecture of cognition. Cambridge, MA: Harvard University.\r\nBilsky,L., Blachman,S., Chi,C., Mui,A.,& Winter,P. (1986). Comprehension strategies in math problem and story contexts. Cognition and Instructi on, 3., 109-126.\r\nBriars,D.J. & Larkin,J.H. (1984).An integrated model of skill in solving elementrary word problems.Cognition and Instruction.1(3), 245-296.\r\nBrown,A.L.(1978). Knowing when, where, and how to remember: A problem of metacognition. In R.Glaser (Ed.). Advance in instructional psychology. (Vol.1) (pp.77-165). Hillsdale, NJ: Lawrence Erlbaum Associates.\r\nBrown,A.L.(1982).Learing and development: The problems of compatibility,access and induction. Human Development, 25,89-115.\r\nBrown,A.L.,Bransford,J.D.,Ferrara,R.A.& Campione, J.C.(1983).Learning, remembering, and understanding. In P.H.Mussen (Ed.). Handbook of child psychology (4th ed.) :vol.3 Cognitive development (pp.77-166). New York: Wiley.\r\nCarpenter,T.P.(1985). Learning to add and subtract: An exercise in problem solving. In E.A.Silver(Ed.). Teaching and learning mathematical problem solving Multiple research perspectives (pp.17-40).Hillsdale, NJ: Lawrence Erlbaum Associates.\r\nCarpenter,T.P.,Hiebert,J.& Moser,J.M.(1981). First-grade children`s initial solution processes for simple addition and subtraction problems. Journal for Research in Mathematics Education, 12., 27-39.\r\nCarpenter,T.P.,Hiebert,J. & Moser,J.M.(1983). The effect of instrucion on children`s solutions of addition and subtraction word problems. Educational Studies in Mathematics,14, 55-72.\r\nCarpenter,T.P. & Moser,J.M.(1982). The development of addition and subtraction problem-solving skill. In T.P.Carpenter, J.M.Moser, & T.A.Romberg (Eds.).Addition and subtraction: A cognitive perspective(pp. 9-24). Hillsdale, NJ: Lawrence Erlbaum Associates.\r\nCarpenter,T.P. & Moser,J.M.(1984). The acquisition of addition and subtraction concepts . in grades one through three. Journal for Research . In Mathematics Education, 15, 179-202.\r\nCarpenter,T.P. & Moser,J.M. & Romberg,T.A.(Eds.). (1982).Addition and subtraction: A cognitive perspective.Hillsdale,N.J.: Erlbaum.\r\nChiang,C.P.(1988).Third and fifth graders` learning of word problems through help messages and their metalearning knowledge.行政院國家科學委員會認知與學習第三次研討會專集論文。\r\nCohen, S.A. & Stover, G. (1981). Effects of teaching six-grades students to modify format variables of math word problems. Reading Research Quarterly,~ 175-200.\r\nDeCorte,E.,& Verschaffel,L. (1981). Children`s solution processes in elementary arithematic problems: Analysis and improvement. Journal of Educational Psychology,73, 765-779.\r\nDeCorte,E.,& Verschaffel,L.(1987). The effect of semantic structure on first graders` strategies for solving addition and subtraction word problems. Journal for Research in Mathematics Education,18, 363-381.\r\nDeCorte,E.,& Verschaffel,L.,& DeWin,L. (1985). Influence of rewording verbal problems on children`s problerm representations and solutions. Journal of Educational psychology, 77,460-4713.\r\nFlavell,J.H. (19713).Developmental studies of mediated memory. In H. W.Reese & L. P. Lipsitt(Eds.). Advances in child development and behaviorCVol.52.New York: Academic Press. \r\nFlavell,J. H.(1976).Metacognitive aspects of problem solving. In L. B. Resnick(Ed.).The Nature of intelligence. Hillsdale, N.J.: Erlbaum.\r\nFlavell,J. H.(1979).Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist,34,906-911.\r\nFlavell,J.H.(1981). Cognitive monitoring. In W.P.DicksonCEd.).Children`s oral communication skills.Cpp.35-60).New York: Academic Press.\r\nFlave l l,J.H., Speer,J.R., Green,F.L.,& August,D.L. (1981).The development of comprehension Monitoring and knowledge about communication. Monographs of the Society for Reaserch in Child Development,4fi(5,Serial No.192).\r\nFlavell, J. H. & Wellman,H. M.(1977).Metamemory. In R.V.Kail, & J.W.Hagen (Eds.).Perspectives on the development research. Hillsdale, N.J.: Erlbaum.\r\nHiebert, J. (1986) ? Conceptual and procedural knowledge: The case of mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates.\r\nHudson,T. (1983).Correspondences and numerical differences between disjoint sets. Child Development, 54:, 84-98.\r\nHuttenlocher,J., & Weiner,S. L.(1971). Comprehension of instructions in varying contexts. Cognitive psychology,2, 369-385.\r\nKintsch,W. & Greeno,J.G. (1985). Understanding and solving word arithematic problems. Psychological Review, 92, 109-129.\r\nMayer,R.E.(1987).Educational psychology: A Cognitive Approach. Boston: Little, Brown & Company.\r\nMoely, B.E., Olson,F.A., Halwes,T.G.& Flavell, J.H. (1969).Production deficiency in young children`s clustered recall. Developmental Psychology, 1, 26-34.\r\nNational Council of Teachers of Mathematics. (1980).An agenda for action: Recommendation for school mathematics of the 1980s. Reston, VA: NCTM.\r\nNational Council of Teachers of Mathematics. (1987).Curriculum and evaluation standards for school mathematics. Reston ,VA:NCTM.\r\nNesher,p.(1976). Three determinants of difficult in verbal arithematic problems. Educational Studies in Mathematics, 7, 369-388.\r\nNesher,P.(1982). Levels of description in the analysis of addition and subtraction .In T.P.Carpenter, J.M.Moser, & T.A.Romberg(Eds.).\r\nAddition and subtraction: A cognitive perspective (pp.25-38). Hillsdale, NJ: Erlbaum.\r\nNesher,P., Greeno,J.G.,& Riley,M.S. (1982). The development of semantic categories for addition and subtraction. Educational Studies in Mathematics.13., 373-394.\r\nRiley,M.S., Greeno,J.G.,& Heller,J.I. (1982). Development of Children`s problem-solving ability in arithmetic. In H.P. Ginsburg (Ed.). The development mathematical thinking (pp.153-196). New York: Academic Press.\r\nRosenthal,D.J.A. & Resnick,L.B. (1974). Children`s solution processes in arithematic word problems. Journal of Educational Psychology, 66, 817 -825.\r\nSchoenfeld, A.H. & Herrmann,D.J. (1982). Problem perception and knowledge structure in expert and novice mathematical problem solvers. Journal of Experimental psychology Learning, Memory, and Cognition,8, 484-494.\r\nSearle,B.W., Lorton,JR.P.,& Suppes,P. (1974), Structural variables affecting computer assisted instruction performance on arithmetic word problems of disadvantaged and deaf students. Educational Studies in Mathematics,5, 371-384.\r\nShuell,T.J.(1986). Cognitive conceptions of learning. Review of Educational Research,56, 411-436.\r\nVergnaud,G.(1982). A classification of cognitive tasks and operations of thought involved in addition and subtraction problems. In T.P.Carpenter, J.M.Moser, & T.A.Romberg(Eds.). Addition and subtraction: A cognitive perspective (pp.39-59). Hillsdale, NJ: Erlbaum.\r\nWolters,M.A.(1983). The part-whole schema and arithmetic problems. Educational Studies in Mathematics, 2, 127-138. | zh_TW |
| item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
| item.fulltext | With Fulltext | - |
| item.openairetype | thesis | - |
| item.cerifentitytype | Publications | - |
| item.grantfulltext | open | - |
| Appears in Collections: | 學位論文 | |
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