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題名 國小兒童對「比較」類應用問題的解題行為
作者 葉雪梅
貢獻者 顏乃欣
葉雪梅
日期 1990
1989
上傳時間 3-May-2016 14:22:12 (UTC+8)
摘要 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。
參考文獻 【中文部份】
     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。
     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。
     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。
     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。
     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。
     
     【央文部份】
     Andre,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.
     Anderson,J.R.(1983); The architecture of cognition. Cambridge, MA: Harvard University.
     Bilsky,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.
     Briars,D.J. & Larkin,J.H. (1984).An integrated model of skill in solving elementrary word problems.Cognition and Instruction.1(3), 245-296.
     Brown,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.
     Brown,A.L.(1982).Learing and development: The problems of compatibility,access and induction. Human Development, 25,89-115.
     Brown,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.
     Carpenter,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.
     Carpenter,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.
     Carpenter,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.
     Carpenter,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.
     Carpenter,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.
     Carpenter,T.P. & Moser,J.M. & Romberg,T.A.(Eds.). (1982).Addition and subtraction: A cognitive perspective.Hillsdale,N.J.: Erlbaum.
     Chiang,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。
     Cohen, S.A. & Stover, G. (1981). Effects of teaching six-grades students to modify format variables of math word problems. Reading Research Quarterly,~ 175-200.
     DeCorte,E.,& Verschaffel,L. (1981). Children`s solution processes in elementary arithematic problems: Analysis and improvement. Journal of Educational Psychology,73, 765-779.
     DeCorte,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.
     DeCorte,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.
     Flavell,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.
     Flavell,J. H.(1976).Metacognitive aspects of problem solving. In L. B. Resnick(Ed.).The Nature of intelligence. Hillsdale, N.J.: Erlbaum.
     Flavell,J. H.(1979).Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist,34,906-911.
     Flavell,J.H.(1981). Cognitive monitoring. In W.P.DicksonCEd.).Children`s oral communication skills.Cpp.35-60).New York: Academic Press.
     Flave 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).
     Flavell, J. H. & Wellman,H. M.(1977).Metamemory. In R.V.Kail, & J.W.Hagen (Eds.).Perspectives on the development research. Hillsdale, N.J.: Erlbaum.
     Hiebert, J. (1986) ? Conceptual and procedural knowledge: The case of mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates.
     Hudson,T. (1983).Correspondences and numerical differences between disjoint sets. Child Development, 54:, 84-98.
     Huttenlocher,J., & Weiner,S. L.(1971). Comprehension of instructions in varying contexts. Cognitive psychology,2, 369-385.
     Kintsch,W. & Greeno,J.G. (1985). Understanding and solving word arithematic problems. Psychological Review, 92, 109-129.
     Mayer,R.E.(1987).Educational psychology: A Cognitive Approach. Boston: Little, Brown & Company.
     Moely, 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.
     National Council of Teachers of Mathematics. (1980).An agenda for action: Recommendation for school mathematics of the 1980s. Reston, VA: NCTM.
     National Council of Teachers of Mathematics. (1987).Curriculum and evaluation standards for school mathematics. Reston ,VA:NCTM.
     Nesher,p.(1976). Three determinants of difficult in verbal arithematic problems. Educational Studies in Mathematics, 7, 369-388.
     Nesher,P.(1982). Levels of description in the analysis of addition and subtraction .In T.P.Carpenter, J.M.Moser, & T.A.Romberg(Eds.).
     Addition and subtraction: A cognitive perspective (pp.25-38). Hillsdale, NJ: Erlbaum.
     Nesher,P., Greeno,J.G.,& Riley,M.S. (1982). The development of semantic categories for addition and subtraction. Educational Studies in Mathematics.13., 373-394.
     Riley,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.
     Rosenthal,D.J.A. & Resnick,L.B. (1974). Children`s solution processes in arithematic word problems. Journal of Educational Psychology, 66, 817 -825.
     Schoenfeld, 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.
     Searle,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.
     Shuell,T.J.(1986). Cognitive conceptions of learning. Review of Educational Research,56, 411-436.
     Vergnaud,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.
     Wolters,M.A.(1983). The part-whole schema and arithmetic problems. Educational Studies in Mathematics, 2, 127-138.
描述 碩士
國立政治大學
教育學系
資料來源 http://thesis.lib.nccu.edu.tw/record/#B2002005364
資料類型 thesis
dc.contributor.advisor 顏乃欣zh_TW
dc.contributor.author (Authors) 葉雪梅zh_TW
dc.creator (作者) 葉雪梅zh_TW
dc.date (日期) 1990en_US
dc.date (日期) 1989en_US
dc.date.accessioned 3-May-2016 14:22:12 (UTC+8)-
dc.date.available 3-May-2016 14:22:12 (UTC+8)-
dc.date.issued (上傳時間) 3-May-2016 14:22:12 (UTC+8)-
dc.identifier (Other Identifiers) B2002005364en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/90295-
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.abstract (摘要) 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
     第一節：文字應用問題的解題模式----Nesher等人(1982) 模式......................... 6
     第二節：鄭昭明與翁家英(民78) 的實驗研究......................... 19
     第三節：監控認知......................... 27
     第四節：改寫題目對兒童解題行為的影響......................... 33
     第五節：研究目的與研究假設......................... 36
     第三章：研究方法......................... 43
     第一節：篩選測驗..................................................43
     第二節：實驗處理......................... 45
     第四章：研究結果......................... 52
     第一節：實驗組學童在「增加問旬」上的答題結果......................... 52
     第二節：實驗組學童在「增加問旬」上答題結果之正確率......................... 58
     第三節：改寫題目對兒童解「參照量未知」題的影響......................... 60
     第五章：討論與建議......................... 64
     第一節：討論......................... 64
     第二節：建議......................... 74
     參考書目......................... 78
     附錄1篩選測驗之應用問題.........................91
     附錄2篩選測驗之指導語.........................93
     附錄3篩選測驗結果.........................94
     附錄4預試.........................97
     附錄5預試所用之試題.........................103
     附錄6實驗所用之試題.........................112
     附錄7實驗所用之指導語.........................121
     【圖目錄】
     圖2-1 部份-部份一整體基模(P-P-W).........................13
     圖2-2 非逆轉性出較基模.........................15
     圖2-3 比較基模......................... 17
     圖2-4： Moely, Olson, Halwes & Flavell(1969) 實驗用圖案......................... 30		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002005364en_US
dc.title (題名) 國小兒童對「比較」類應用問題的解題行為zh_TW
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 【中文部份】
     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。
     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。
     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。
     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。
     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。
     
     【央文部份】
     Andre,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.
     Anderson,J.R.(1983); The architecture of cognition. Cambridge, MA: Harvard University.
     Bilsky,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.
     Briars,D.J. & Larkin,J.H. (1984).An integrated model of skill in solving elementrary word problems.Cognition and Instruction.1(3), 245-296.
     Brown,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.
     Brown,A.L.(1982).Learing and development: The problems of compatibility,access and induction. Human Development, 25,89-115.
     Brown,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.
     Carpenter,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.
     Carpenter,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.
     Carpenter,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.
     Carpenter,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.
     Carpenter,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.
     Carpenter,T.P. & Moser,J.M. & Romberg,T.A.(Eds.). (1982).Addition and subtraction: A cognitive perspective.Hillsdale,N.J.: Erlbaum.
     Chiang,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。
     Cohen, S.A. & Stover, G. (1981). Effects of teaching six-grades students to modify format variables of math word problems. Reading Research Quarterly,~ 175-200.
     DeCorte,E.,& Verschaffel,L. (1981). Children`s solution processes in elementary arithematic problems: Analysis and improvement. Journal of Educational Psychology,73, 765-779.
     DeCorte,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.
     DeCorte,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.
     Flavell,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.
     Flavell,J. H.(1976).Metacognitive aspects of problem solving. In L. B. Resnick(Ed.).The Nature of intelligence. Hillsdale, N.J.: Erlbaum.
     Flavell,J. H.(1979).Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist,34,906-911.
     Flavell,J.H.(1981). Cognitive monitoring. In W.P.DicksonCEd.).Children`s oral communication skills.Cpp.35-60).New York: Academic Press.
     Flave 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).
     Flavell, J. H. & Wellman,H. M.(1977).Metamemory. In R.V.Kail, & J.W.Hagen (Eds.).Perspectives on the development research. Hillsdale, N.J.: Erlbaum.
     Hiebert, J. (1986) ? Conceptual and procedural knowledge: The case of mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates.
     Hudson,T. (1983).Correspondences and numerical differences between disjoint sets. Child Development, 54:, 84-98.
     Huttenlocher,J., & Weiner,S. L.(1971). Comprehension of instructions in varying contexts. Cognitive psychology,2, 369-385.
     Kintsch,W. & Greeno,J.G. (1985). Understanding and solving word arithematic problems. Psychological Review, 92, 109-129.
     Mayer,R.E.(1987).Educational psychology: A Cognitive Approach. Boston: Little, Brown & Company.
     Moely, 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.
     National Council of Teachers of Mathematics. (1980).An agenda for action: Recommendation for school mathematics of the 1980s. Reston, VA: NCTM.
     National Council of Teachers of Mathematics. (1987).Curriculum and evaluation standards for school mathematics. Reston ,VA:NCTM.
     Nesher,p.(1976). Three determinants of difficult in verbal arithematic problems. Educational Studies in Mathematics, 7, 369-388.
     Nesher,P.(1982). Levels of description in the analysis of addition and subtraction .In T.P.Carpenter, J.M.Moser, & T.A.Romberg(Eds.).
     Addition and subtraction: A cognitive perspective (pp.25-38). Hillsdale, NJ: Erlbaum.
     Nesher,P., Greeno,J.G.,& Riley,M.S. (1982). The development of semantic categories for addition and subtraction. Educational Studies in Mathematics.13., 373-394.
     Riley,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.
     Rosenthal,D.J.A. & Resnick,L.B. (1974). Children`s solution processes in arithematic word problems. Journal of Educational Psychology, 66, 817 -825.
     Schoenfeld, 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.
     Searle,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.
     Shuell,T.J.(1986). Cognitive conceptions of learning. Review of Educational Research,56, 411-436.
     Vergnaud,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.
     Wolters,M.A.(1983). The part-whole schema and arithmetic problems. Educational Studies in Mathematics, 2, 127-138.		zh_TW