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題名 例題變異性與習作方式對國小學童數學類比解題之影響 作者 蔡駿暉
Cai, Jun-Hui貢獻者 鄭晉昌
Zheng, Jin-Chang
蔡駿暉
Cai, Jun-Hui日期 1995 上傳時間 28-Apr-2016 15:27:00 (UTC+8) 摘要 本研究的旨趣在於檢視數學文字題的練習過程中，習題變異性與習作方式對國小學童在後續類比解題的影響。藉由實驗設計的方式，操弄習題變異性的高低（全等問題／同構問題）及不同習作方式（完全練習／部分解答／完全解答），來探討二者對受試在題意理解、近遷移測驗與遠遷移測驗的直接效果及交互作用。 參考文獻 林清山譯(民82)。教育心理學━認知取向。台北:遠流。 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。國立台灣師範大學教育，心理與航導研究所碩士論文，未出版。 黃幸美(民83)。兒童的類比推理思考與發展。教育與心理研究，17，477-506． 黃幸美(民84a)。類比推理的教學方法之探討。教育研究雙月刊，41， 61-69。 黃幸美(民84b)。兒童在數學問題上的類比推理思考之研究。國立政治大學教育研究所博士論文，未出版。 張麗芬(民82)。兒童類比推理能力之研究。國立政治大學教育研究所博士論文，未出版。 蔣治邦(民81)。三、四年級學童解決多餘資訊與兩步驟加減應用問題能力之探討。中國心理學會通訊，25，36。 國立結譯館(民84a)。國民小學數學第十冊改編本再版。台北:國立編譯館。 國立編譯館(民84b)。國民小學數學教師手冊第十冊改編本再版。台北:國立編譯館。 國立編譯館(民84c)。國民小學數學第十一冊改編本再版。台北:國立編譯館。 國立編譯館(民84d)。國民小學數學教師手冊第十一冊改編本再版。台北:國立編譯館。 Anderson, J. R., & Ross, T. (1989). Use of analogy in a production system architec-ture. In S. Vosniadou & A. Ortouy (Eds), Similarity and Analogical Reasoning, p267-287. Cambridge: Cambtidge University Press. Bassok, M. & Holyoak, K. J. (1989). Interdomain transfer between isomorphic topics ill algebra and physics . Journal of Experimental Psychology: Learning, Memory, and, Cognition, 15, 153-166. Bassok, M. & Holyoak, K. J. (1993). Pragmatic knowledge and conceptual stmcture: cletennillants of transfer between quantitative` domains. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: intelligence, cognition, and instruction (p.68-98). Norwood, NJ:Ablex. Bejar,I. I, Cbaffin, R. & Embretson, S. (1991). Cognitive and Psychometric Analysis of Analogical Problem Solving. New York: Springer-Verlag. BroWll, A. L. & Kane, M. J. (1988). Preschool children ca leaming to transfer: leanullg to leam and leaming [rom example. Cognitive Psychology, 20, 493-523. Donelly, C. M., & McDaniel, M. A. (l993). Use of analog in leanting scientific concepts. Journal of E`(perimental Psychology: Learning, Memory, and Cognition, 19, 975-987. Catrambone, R., & Holyoak, K. J. (1989). Overcoming contextual limitations on problem-solving transfer. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 1147-1156. Canoll, W. M. (1994). Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology, 86 , 360-367. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instmction. Cognition and Instruction, 8, 293-332. Chen, P. W., Holyoak, K. J. (1985). Pragmatic reasoning scheruas. Cognitive Psychology, 17, 391-416. Chen, P. W., Holyo{lk, K. 1., Nesbett, R. E., & Oliver, L. M. (1986). Pragmatic versus syntactic approacbes to lraiurng deductive reasoning. Cognitive Psychology, 18,293-328. Chi, M. T. H., Feltovicb, P. 1.,& Glaser, R. (1981)Categorizatiou and representation of physics problems by experts aud uovices. Cognitive Science, 5, 121- 152. Cooper, G. & Sweller, 1. (1987). Effects of schema acquisition and rule automation ou mathematical problem solving transfer. Journal of Educational Psychology, 79, 347-362. Flied, L. S. & Holyoak, K. 1. (1984). Induction of category distributions: A framwork for classification learning. Journal of Experimental psychology: Learning, Memory, and Cognition, 10, 234-257. Gick, M. L. & Holyoak, K 1. (1980). Analogical problem solving. Cognitive Psycho-logy, 12, 306-355. Gick, M. L. & Holyoak, K. 1. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38. Gick, M. L. & Holyoak, K. 1. (1987). The sogl.l.itive basis of knowledge trausfer. In S. M. Connier, & 1. D. Hagman (Eds.)Transfer of learning: Com temporary research and application, (pp. 9-46). San Fransisco: Academic Press. Gick, M. L. & Paterson, K (1992). Do contrasting examples facilitate schema acquisition and analogical transfer? Canadian Journal of Psychology, 46, 539-550. Gentner, D. (1983). Structure-mapping : A theoretical framework for analogy. Cognitive Science, 7, 155-170. Gentner, D. (1989). The mechanisms of analogical learning. In S. Vosruadou & A. Ortouy (Eds), Similarity and Analogical Reasoning, p 199-233. CambIidge: Camblidge University Press. Gentner, D., & Gentner, D. (1983). Flowing waters or teeming crowds: Mental models of electricity. In A. Stevens & D. Gentner (Eds.), Mental Models, Hillsdale, NJ: Lawrence Erlbaulll Associates. Gentner, D. & Jeziorskj, M. (1989). Hist01ical slufts in the use of analogy in science. In B. Gholson, W. R. Shadisil, JR., R. A. Neimeyer, A. C. Houts(Eds.), Psychology of Science: Contributions to Metascience, (p .296-325). NY: Cambridge Un.iversity Press. Gentner, D. & Toupin, C. (1986). Systematicity and sur£1ce similarity in the development of analogy. Cognitive Science, 10, 277-300. Goe~ V., & PiroUi, P. (1992). The structure of design problem spaces. Cognitive Science, 16, 359-429. Holyoak, K. 1. (1984). Analogical thinking and human intelligence. In R. 1. Stemberg (Ed.)Advances in tlte Psychology of human intelligence (vol. 2, pp. 199-230). Hillsdale, NJ: Lawrence Erlbaum Associates. Holyoak, K. J. (1985). The pragmatics of analogical transfer. In G. H. Bower (Ed.). The Psychology of Learning and Instruction, v.19, (pp. 59-87.). San Diego, CA: Academic Press. Holyoak, K. J. & Thagard, P. It (1989a). A computational model of analogical problem solving. In S. Vosniadou & A. Ortony (Eds), Similarity and Analogical Reasoning, (pp . 242-261). Cambridge: Cambridge University Press . . Holyoak, K. J. & Thagard, P. R. (1989b). Analogical mapping by constraint satis-faction. Cognitive Science, 13, 295-355. Homa, D., & Cultice, J. (1984). Role of feedback, category size, and stimulus distortion 011 the acquisition and utilization of ill-defined categotries. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 83-94. Kahlley, H. (1993). Problem Solving: Acognitive Approach (2nd ed). PA: Open University Press. Keane, M. T. 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Sternberg (Ed.), Human abilities:An information processing approach (pp. 127-154). San Francisco: Freeman. Mawer, R. F. & Sweller, J. (1982). Effects of subgoal density and location on meaning during problem solving. Journal of experimental psychology: Learning, Memory, and Cognition, 8 , 252-259. Novick, L. R. (1988). Analogical transfer, problem similarity, and Experitise. Journal of Experimental Psychology:Learning, memory, and Cognition, 14, 510-520. Novick, L. R. & Hmel0, C. E. (1994). Transferring symbolic representations across nonisomorplic problems. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1296-1321. Novick, L. K. & Holyoak, K. L. (1991). Mathematical problem solving by analogy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17,398-415. Owen, E. & Sweller, J. (1985). \\\\l11at do Students learn while solving mathematics problems? Journal of Educational Psychology, 77, 272-284. Paas, F. (1992). Training stragies for attaining transfer of problem solving skill in statistics: A cognitive load approach. Journal of Educational Psychology, 84, 429-434. Paas, F. & Van Merrienboer, J. (1994). Variability of worked examples and transfer of geometrical problem solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133 . Phye, G. D. (1989). Schemata training and transfer of an intellectual skill. Journal of Educational Psychology, 81,347-352. Phye, G. D. (1990). Inductive problem solving: Schema inducement and memory-based transfer. Journal of Educational Psychology, 82, 826-83l. Pierce, K. A., Ducan, M. K., Gholson, B., Ray, G. E. & Kamhi, A. G. (1993). Cognitive load, schema acquisition, and procedural adaptation ill nonisomorphic analogical transfer. Journal of Educational Psychology, 85, 66-74. Quilici, J. L. & Mayer, R. E. (1996). Roles of examples in how students learn to categorize statistic word problems. 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Yang, Clm-Ling & Wedman, J. F. (1993). A study of tile conditions influencing analogical problem solving. Journal of Research and Development in Education, 26 (4), 213-22l. 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/#B2002003010 資料類型 thesis dc.contributor.advisor 鄭晉昌 zh_TW dc.contributor.advisor Zheng, Jin-Chang en_US dc.contributor.author (Authors) 蔡駿暉 zh_TW dc.contributor.author (Authors) Cai, Jun-Hui en_US dc.creator (作者) 蔡駿暉 zh_TW dc.creator (作者) Cai, Jun-Hui en_US dc.date (日期) 1995 en_US dc.date.accessioned 28-Apr-2016 15:27:00 (UTC+8) - dc.date.available 28-Apr-2016 15:27:00 (UTC+8) - dc.date.issued (上傳時間) 28-Apr-2016 15:27:00 (UTC+8) - dc.identifier (Other Identifiers) B2002003010 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/87687 - 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) 本研究的旨趣在於檢視數學文字題的練習過程中，習題變異性與習作方式對國小學童在後續類比解題的影響。藉由實驗設計的方式，操弄習題變異性的高低（全等問題／同構問題）及不同習作方式（完全練習／部分解答／完全解答），來探討二者對受試在題意理解、近遷移測驗與遠遷移測驗的直接效果及交互作用。 zh_TW dc.description.tableofcontents 第一章緒論..........1 第一節研究動機..........1 第二節研究目的與問題..........5 第三節主要名詞釋..........7 第四節研究限制..........12 第二章文獻探討..........14 第一節類比推理的性質..........11 第二節類比推理理論的探討..........17 第三節問題基模的形成.......... 第四節數學類比解題研究之探討.......... 第五節認知負載的影響.......... 第三章研究方法..........54 第一節研究工具及樣本..........55 第二節研究程序.......... 第三節資料分析..........60 第四章研究結果與討論..........63 第一節研究結果..........63 第二節結果討論..........71 第五章結論與建議..........78 第一節結論..........78 第二節建議..........80 參考書目..........83 附錄 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002003010 en_US dc.title (題名) 例題變異性與習作方式對國小學童數學類比解題之影響 zh_TW dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 林清山譯(民82)。教育心理學━認知取向。台北:遠流。 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。國立台灣師範大學教育，心理與航導研究所碩士論文，未出版。 黃幸美(民83)。兒童的類比推理思考與發展。教育與心理研究，17，477-506． 黃幸美(民84a)。類比推理的教學方法之探討。教育研究雙月刊，41， 61-69。 黃幸美(民84b)。兒童在數學問題上的類比推理思考之研究。國立政治大學教育研究所博士論文，未出版。 張麗芬(民82)。兒童類比推理能力之研究。國立政治大學教育研究所博士論文，未出版。 蔣治邦(民81)。三、四年級學童解決多餘資訊與兩步驟加減應用問題能力之探討。中國心理學會通訊，25，36。 國立結譯館(民84a)。國民小學數學第十冊改編本再版。台北:國立編譯館。 國立編譯館(民84b)。國民小學數學教師手冊第十冊改編本再版。台北:國立編譯館。 國立編譯館(民84c)。國民小學數學第十一冊改編本再版。台北:國立編譯館。 國立編譯館(民84d)。國民小學數學教師手冊第十一冊改編本再版。台北:國立編譯館。 Anderson, J. R., & Ross, T. (1989). Use of analogy in a production system architec-ture. In S. Vosniadou & A. Ortouy (Eds), Similarity and Analogical Reasoning, p267-287. Cambridge: Cambtidge University Press. Bassok, M. & Holyoak, K. J. (1989). Interdomain transfer between isomorphic topics ill algebra and physics . Journal of Experimental Psychology: Learning, Memory, and, Cognition, 15, 153-166. Bassok, M. & Holyoak, K. J. (1993). Pragmatic knowledge and conceptual stmcture: cletennillants of transfer between quantitative` domains. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: intelligence, cognition, and instruction (p.68-98). Norwood, NJ:Ablex. Bejar,I. I, Cbaffin, R. & Embretson, S. (1991). Cognitive and Psychometric Analysis of Analogical Problem Solving. New York: Springer-Verlag. BroWll, A. L. & Kane, M. J. (1988). Preschool children ca leaming to transfer: leanullg to leam and leaming [rom example. Cognitive Psychology, 20, 493-523. Donelly, C. M., & McDaniel, M. A. (l993). Use of analog in leanting scientific concepts. Journal of E`(perimental Psychology: Learning, Memory, and Cognition, 19, 975-987. Catrambone, R., & Holyoak, K. J. (1989). Overcoming contextual limitations on problem-solving transfer. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 1147-1156. Canoll, W. M. (1994). Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology, 86 , 360-367. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instmction. Cognition and Instruction, 8, 293-332. Chen, P. W., Holyoak, K. J. (1985). Pragmatic reasoning scheruas. Cognitive Psychology, 17, 391-416. Chen, P. W., Holyo{lk, K. 1., Nesbett, R. E., & Oliver, L. M. (1986). Pragmatic versus syntactic approacbes to lraiurng deductive reasoning. Cognitive Psychology, 18,293-328. Chi, M. T. H., Feltovicb, P. 1.,& Glaser, R. (1981)Categorizatiou and representation of physics problems by experts aud uovices. Cognitive Science, 5, 121- 152. Cooper, G. & Sweller, 1. (1987). Effects of schema acquisition and rule automation ou mathematical problem solving transfer. Journal of Educational Psychology, 79, 347-362. Flied, L. S. & Holyoak, K. 1. (1984). Induction of category distributions: A framwork for classification learning. Journal of Experimental psychology: Learning, Memory, and Cognition, 10, 234-257. Gick, M. L. & Holyoak, K 1. (1980). Analogical problem solving. Cognitive Psycho-logy, 12, 306-355. Gick, M. L. & Holyoak, K. 1. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38. Gick, M. L. & Holyoak, K. 1. (1987). The sogl.l.itive basis of knowledge trausfer. In S. M. Connier, & 1. D. Hagman (Eds.)Transfer of learning: Com temporary research and application, (pp. 9-46). San Fransisco: Academic Press. Gick, M. L. & Paterson, K (1992). 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