電腦輔助同儕互教數學解題策略之初探–以國小四年級多步驟解題之題型為例; An initial study on computer supported reciprocal peer tutoring - solving multiple-step math problems in the fourth grade as example

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > Electronic Thesis & Dissertation > Item 987654321/10165

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/10165

Title:	電腦輔助同儕互教數學解題策略之初探–以國小四年級多步驟解題之題型為例;An initial study on computer supported reciprocal peer tutoring - solving multiple-step math problems in the fourth grade as example
Authors:	張雅惟;Ya-Wei Chang
Contributors:	網路學習科技研究所
Keywords:	電腦輔助同儕互教;同儕互教;科技當作媒介工具;computer supported reciprocal peer mentoring;RPT;technology as mediate
Date:	2006-06-22
Issue Date:	2009-09-22 12:08:05 (UTC+8)
Publisher:	國立中央大學圖書館
Abstract:	在過去的一些實證研究裡發現，讓學生處於一個「爲了要教別人而學習」的情境中，可以引發學生想要理解知識的內在動機，同時也能讓學生進行高層次的思考。但目前一些教室內的同儕互教活動，不強調問題解決的思考歷程與相關的準備教學活動。因此，本論文提出一個提升國小學童數學科問題解決能力的「交互式同儕教學」學習活動設計( Reciprocal Peer Tutoring for Math Problem Solving，簡稱為 RPT-MPS ) ，並以電腦系統支援該設計，目的在讓從教導同儕的過程中學習並強化自身的數學解題策略。在RPT-MPS 活動中，學生為了要教別人而努力學習，然後，學生分別輪流扮演「指導者」( Tutor ) 與「學習者」( Tutee ) 兩種角色。當「學習者」在練習問題時，「指導者」可以觀察「學習者」的行為並對「學習者」發問以引導他說出想法和給予幫助，「學習者」則在練習過程中不但要思考問題的關鍵並且可以和「指導者」互相討論，共同去尋找其他可能的答案，也就是教學相長( Learning by Tutoring ) 的合作學習。爲了解RPT-MPS 如何激勵學生學習、促進學生互動、設計上的合理性，本研究進行了一次需求分析與兩次評估活動。本論文將說明研究背景、動機、學習活動設計、描述電腦輔助系統的設計與介面，以及評估活動的發現結果，並提出一些對未來工作的建議。 Several researches have found that let students in a situation for teaching others can lead their inner motivation to understand the knowledge to be taught and engage them in higher level thinking activities. However, some existed intra-class peer tutoring programs do not emphasis students tutors in the thinking progress of problem-solving or involve the learning process for peer tutoring. Therefore, this thesis proposes a pedagogic design called RPT-MPS, standing for promote elementary students’ math problem-solving ability, and an embryo system design to support RPT-MPS. The RPT-MPS learning activities and system design are for tutors to learn and strengthen his/ her own math problem-solving strategy via teaching peer tutees. In RPT-MPS, students learn lessons hardly to prepare for teaching peer tutees, and play two roles “tutor” and “tutee” by turns. Tutors observe on tutee, lead tutee talk about his/her own thoughts and help instantly. Tutees think about the key point of question and discuss with his/ her own tutor via synchronous interaction and instant feedback functions for students and teachers. One requirement analysis and two evaluation activities were conducted to investigate how RPT-MPS designs can motivate student tutors to learn, encourage the teaching interaction, the model design, and the role of system. This thesis gives accounts for the research background, motivation, purposes and the activity model, describes the system designs and interfaces, and reports results of evaluation activities. Recommendations for further study are addressed in the final part of this thesis.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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