| 摘要: | 本研究主旨在討論文字題解題鷹架於電腦上實行對於國小三年級學生之解題能力與電腦操作方式有何影響，並探討是否能透過解題鷹架之設計提昇學生之文字題解題能力。首先，為瞭解學生於電腦操作上的行為觀察，於實驗前的預先測試中，觀察學生於測試過程之行為分析與答題成效，以作為後續電腦鷹架與系統設計之原則。解題鷹架之設計上，研究者以各學者之解題歷程為參考，強調解題歷程為先「理解題意」而後「擬定解題策略」，依照擬定的策略「列式計算」產生答案，最後是利用「寫答與單位」做整體解題歷程之回顧，並依照此解題歷程設計出一種於電腦上執行的解題鷹架，配合系統與活動流程之設計，幫助學生以順向思考之方法來達成解題的目的。於資料分析上，主要透過前、中、後測之文字題評量成績、觀察、學生學習回饋問卷及系統答題資料等進行統計，來探討學生於文字題解題能力的表現。 在研究中發現，學生於文字題解題中最常使用之解題策略為「將題目中出現的前兩個數字作運算」，此策略導致學生不會主動讀題與缺乏思考判斷題意的能力，故研究者於第二階段的實驗中，設計以回答問題的方式強迫學生仔細閱讀題目的步驟鷹架，希望導正學生錯誤的解題觀念。結果顯示，於兩次電腦解題鷹架活動後，學生理解題意與解題之能力確實有所提昇，另外針對前、中、後測之分析顯示學生對於「題意理解」、「篩選題目多餘之已知條件」與記得「寫答與單位」的錯誤率都有顯著下降。 This research aimed to design a scaffold computer-based scaffold of word problem solving process and investigate the influence of the scaffold on the third grade students in order to enhance the ability of the problem solving. First, the author conducted a pre-test to understand students’ learning behavior in operating computers and solving word problems before designing the scaffold. Based on the preliminary results and the related research, the author designed a six-step scaffold of problem solving that emphasized understanding the problem before planning and executing the problem-solving strategies: understanding the unknown statement, understanding the given statements, translating the statements into a model, carrying out the answer and contextualizing the answers with its unit as a recall of the problem solving process. In accordance with this problem-solving process, the author further designed a computer-based scaffold to help students learn the forward thinking approach to achieve the purpose of solving problems. For investigating the effects of the system, the author has conducted two-phase study with pre-test, mid-test and post-test. Data was collected by the assessment of word problems, observation, questionnaires and the system log of answering questionsto explore students’ problem-solving ability. In the first phase of study, the result indicated that the most frequently used strategy for problem solving was to directly compute the two numbers in the statements of the question, showing that the students did not actively spend time reading and understanding questions. Therefore, in the second phase of the experiment, the author re-designed the system to oblige the students to read the first three steps about understanding the questions, correcting their misconception of problem solving. The results also showed that after the two phase of problem-solving activities, students could understand the questions and their problem-solving ability had improved. Further analysis showed that the error rates of understanding questions, removing the redundant statements, and remembering to write the answers with units has dropped significantly. |
