研究生: |
陳儀君 chen yi-chun |
---|---|
論文名稱: |
國中學生在現實情境中解決測量問題的解題思維與互動歷程之研究 The mathematical thinking and co-operation process of solving measurement problems in realistic situation by students of junior high schools |
指導教授: |
林福來
Lin, Fou-Lai 單文經 Shan, Wen-Jing |
學位類別: |
碩士 Master |
系所名稱: |
教育學系 Department of Education |
畢業學年度: | 86 |
語文別: | 中文 |
中文關鍵詞: | 問題解決 、情境學習 、社會互動 、現實數學 |
論文種類: | 學術論文 |
相關次數: | 點閱:327 下載:0 |
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本研究主要在探討國中學生在現實情境中解決測量問題的解題思維與互動歷程.思維方面是以Schoenfeld的問題解決策略的形成模式為理論基礎,探究學生在解決問題時的解題思維與解題策略形成的歷程。在互動方面則以Vygotsky的社會互動論為理論基礎,探究學生在活動中小組互動的方式與影響。 在研究結果方面,在活動過程中學生有許多零碎的想法產生,受到現實情境與同儕互動的影響而引發各種可能的策略。由於現實情境中的測量條件有別於課程中所預設的理想條件,因此學生所發展的解題策略需要根據實際狀況作因應的調整,包括辨識情境中可用的條件,依情境限制做修正以及監控測量誤差等。 在互動歷程方面,在第一階段中,發展的解題策略多由國三同學提供,其他同學很少自己思考可行的策略,小組所呈現的是「領袖發展的」解題策略。但在第二階段的活動中的成員彼此能力相若,除了運用第一階段的學習經驗發展解題策略外,更能針對彼此的想法互相討論,在活動過程中形成小組「共同發展的」解題策略。 在策略形成的過程中,策略形成是由了解問題開始,就問題的意義與情境中可用條件產生許多零碎的想法,有些未引起小組成員注意的想法會被忽略,或是經過小組討論後發現錯誤而予以否決,小組認為可行的想法則進行探索性的嘗試。嘗試的想法可能需因應現場情境或針對應用的概念作修正,再執行實際的測量工作。在活動與學校課程方面,學生認為學校的課程比較理論,學習方式較為固定,容易淪為機械式的學習,但學校數學比較可以掌握學習進度,比較有效率。活動的學習較為生動深刻,可激發學生探索的動機,實際應用所學來解決生活中的問題,但學校所學的基本運算與數學知識是活動的基礎,兩者應相互配合。
The main purpose of this study was to investigate how the junior high school students think and learn while interacting with peers on the measurement problems in realistic situation. Schoenfeld's schematic outline of the problem-solving strategy was applied to analyze the mathematical thinking andhow strategy was formed. Vygotsky's construct was applied to understand how aproblem is solved by peer interaction.The main results are as followed:1. Learning can be promoted by providing meaningful contexts to real-life experience. Owing to solve the problems in realistic environment ,many ideas were created and modified due to practical condition.2. Group composition is important to cooperative learning. Somestudents dominate the small group if the group is heterogeneous. Students withsimilar abilities work well together.3.The problem-solving process begins with an analysis of the problem, through implementation or modification,and end with a verified strategy. Some ideas were ignored or rejected during the activities. The results were discussed and several suggestions about the applications of this study were discussed for instructional and curricular applications and further studies.