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以作者查詢圖書館館藏 、以作者查詢臺灣博碩士 、以作者查詢全國書目 、勘誤回報 、線上人數：68 、訪客IP：18.191.154.132
姓名 陳蓮儀(Lien-Yi Chen) 查詢紙本館藏 畢業系所 網路學習科技研究所 論文名稱 電腦支援國小數學文字題擬題活動初探
(An initial study of computer-supported problem posing activity in elementary word problems)相關論文 檔案 [Endnote RIS 格式]
[相關文章]
[文章引用]
[完整記錄]
[館藏目錄]
至系統瀏覽論文 ( 永不開放)
摘要(中) 本研究主旨在於探討將擬題活動（Problem Posing）應用於國小數學文字題（Word Problem），對國小四年級學生情意面與成效面之影響，並探討透過擬題活動後，對於學生數學興趣與解題能力的影響。在設計擬題活動的機制上，研究者參考Cudmore 和English（1998）所提出的擬題與評鑑活動的流程並綜合其他學者所提出的擬題類型，在實驗各階段提供不同擬題刺激物，讓學生以自身生活
經驗結合數學知識進行擬題活動，且利用同儕互評達到評鑑題目之效果，而互評內容則作為學生改善題目時的參考。活動中提供投票機制及上台分享，激發學生的榮譽心與提升自我期許，期望在擬題活動裡有更好的表現。於資料分析部分，研究者透過系統擬題資料、評論資料、活動問卷，與數學文字題測驗評量觀察學生在數學文字題擬題上的表現，以及對於數學的情意面有無提升。
活動結果發現，在數學觀感部分：學生經過擬題活動後，覺得數學文字題變的較簡單，擬題活動對於學生的數學感受及文字題理解能力有所幫助。在解題能力部分：活動對象學生在經過擬題活動後，對於數學文字題的理解題意能力有所提升。擁有感（Ownership）部分：活動對象學生在題目尚未修改前，對於自己所擬的題目有擁有感。而將活動對象學生在進行擬題活動前後所擬的題目相比，
所擬的題目明顯較有結合生活經驗與所學數學知識，題目的長度與內容具有深度與故事性。研究發現透過系統擬題活動，學生所擬的題目品質有提升，且學生認為系統所提供的內容有助於擬題活動。
摘要(英) This research aimed to investigate the influence of applying computer-supported problem posing activity in elementary word problems on fourth grade students’affective aspect and effective aspect, and to explore whether the system could improve students’interest of problm solving and problem solving ability. Researcher refered a statistical problem posing and critiquing activity diagram (Cudmore & English ,1998) to be the design base. The system provided students with different problem posing stimuli at every stage in the entire experiment, then asked students to try combining their life experiences with mathematics knowledge at problem posing stage. Next stage, the system evaluated the posed problems by peer assessment, the comment will help students to improve their problems. And it also have voting mechanism to let students vote the best problem in the group, then that student could share his/her thought with other students. For data analysis, reseacher observed students’ performance and affection through system data, the comments of problems, activity questionnaires, and math word problem solving test.
After the experiment,reseacher found some results. Firstly, students felt that word problems became easier; secondly, the problem posing activity enhance students’ ability of understand what the problem means; thirdly, students really have ownership on their own problems; finally, students’ posed problems quality became
better.
關鍵字(中) ★ 擬題活動
★ 擁有感
★ 擬題
★ 文字題關鍵字(英) ★ Problem Posing
★ Word problems
★ Ownership
★ Problem Posing Activity論文目次 目錄
第一章 緒論 ..............................................................................................................................1
1.1 研究背景與動機 .........................................................................................................1
1.2 研究目的 .....................................................................................................................4
1.3 待答問題 .....................................................................................................................4
1.4 研究限制 .....................................................................................................................5
第二章 文獻探討 ......................................................................................................................7
2.1 擬題 .............................................................................................................................7
2.1.1 擬題之意涵及重要性 ..........................................................................................8
2.1.2 擬題教學歷程 ................................................................................................... 12
2.1.3 擬題之類型 ....................................................................................................... 17
2.1.4 擬題活動 ........................................................................................................... 28
2.1.5 擬題相關因素 ................................................................................................... 34
2.2 擁有感 ...................................................................................................................... 35
2.2.1 擁有感定義 ....................................................................................................... 35
2.2.2 擁有感的來源與動機 ....................................................................................... 37
2.3 解題能力 .................................................................................................................. 38
2.3.1 數學題目及解題意義 ....................................................................................... 38
2.3.2 解題歷程 ........................................................................................................... 40
2.4 小結 .......................................................................................................................... 42
第三章 系統設計 ................................................................................................................... 43
3.1 系統設計理念 .......................................................................................................... 43
3.1.1 學生方面 ........................................................................................................... 43
3.1.2 教師方面 ........................................................................................................... 47
3.2 系統環境架構 .......................................................................................................... 48
3.2.1 系統架構 ........................................................................................................... 49
3.2.2 系統運作流程 ................................................................................................... 51
3.3 系統功能、流程與介面 .......................................................................................... 52
3.3.1 系統功能、流程 ............................................................................................... 53
3.3.2 系統介面介紹 ................................................................................................... 61
第四章 活動設計 ............................................................................................... 69
4.1 擬題活動目的 .......................................................................................................... 69
4.2 研究方法 .................................................................................................................. 70
4.2.1 研究對象 ........................................................................................................... 70
4.2.2 活動時間 ........................................................................................................... 70
4.2.3 活動流程 ........................................................................................................... 70
4.3 實驗本活動使用之工具 .......................................................................................... 74
第五章 資料分析與結果 ....................................................................................................... 81
5.1 學生數學背景資料觀感收集分析 .......................................................................... 81
5.2 解題能力資料分析 .................................................................................................. 82
5.3 擁有感資料分析 ...................................................................................................... 83
5.4 活動感受資料收集 .................................................................................................. 85
5.5 素材影響資料收集 .................................................................................................. 86
5.6 擬題系統題目節錄 .................................................................................................. 87
5.6.1 學生擬題前後之題目差異比較 ....................................................................... 87
5.6.2 學生擬題特殊題目摘錄 ................................................................................... 89
5.7 擬題活動訪談及問卷感想摘錄資料 ...................................................................... 92
5.7.1 學生與教師訪談摘錄 ....................................................................................... 92
5.7.2 擬題及同儕互評感想摘錄 ............................................................................... 95
5.7.3 擬題感想摘錄 ................................................................................................... 96
第六章 結論與未來展望 ....................................................................................................... 99
6.1 結論 .......................................................................................................................... 99
6.2 未來展望 ................................................................................................................ 101
參考文獻 ............................................................................................................................... 103
英文文獻 ...................................................................................................................... 103
中文文獻 ...................................................................................................................... 111
附錄 ...................................................................................................................................... 115
附錄一 數學解題詴卷（預先測驗卷） .................................................................. 115
附錄二 數學擬題詴卷（預先測驗卷） .................................................................. 116
附錄三 活動問卷 ...................................................................................................... 117
附錄四 後測及應用題理解測驗卷（活動對象使用） .......................................... 120
附錄五 訪談題綱 ...................................................................................................... 123
圖目錄
圖2-1 擬題步驟圖 ................................................................................................................. 13
圖2-2 學生擬題行為過程 ..................................................................................................... 14
圖2-3 擬題階段與評題活動 ................................................................................................. 15
圖2-4 圖表類範例題目 ......................................................................................................... 23
圖2-5 題目類範例題目 ......................................................................................................... 24
圖2-6 圖片情境素材 ............................................................................................................. 25
圖2-7 圖片情境與數學語言素材1 ...................................................................................... 25
圖2-8 圖片情境與數學語言素材2 ...................................................................................... 26
圖2-9 Bonotto 之圖片範例 ................................................................................................ 33
圖3-1 系統環境架構圖 .......................................................................................................... 48
圖3-2 系統架構圖 .................................................................................................................. 50
圖3-3 系統運作流程圖 .......................................................................................................... 52
圖3-4 Use Case Diagram ......................................................................................................... 53
圖3-5 擬題Diagram ............................................................................................................... 54
圖3-6 擬題階段活動流程 ...................................................................................................... 55
圖3-7 答題Diagram ............................................................................................................... 56
圖3-8 評題Diagram ............................................................................................................... 56
圖3-9 答評題階段活動流程 .................................................................................................. 57
圖3-10 題目管理Diagram .................................................................................................... 58
圖3-11 題目管理階段活動流程 ........................................................................................... 59
圖3-12 課堂監控Diagram .................................................................................................... 60
圖3-13 選題分享Diagram .................................................................................................... 61
圖3-14 系統登入介面 ............................................................................................................ 62
圖3-15 系統擬題介面 ............................................................................................................ 63
圖3-16 同儕評論介面 ........................................................................................................... 65
圖3-17 同儕評論介面-評分表 ............................................................................................. 65
圖3-18 題目管理的頁面 ....................................................................................................... 66
圖3-19 根據評論修改題目之系統畫面 ............................................................................... 67
圖3-20 分享選題控介面圖 ................................................................................................... 68
圖4-1 擬題活動流程圖 ......................................................................................................... 71
圖4-2 學生上台分享 ............................................................................................................. 73
圖4-3 老師講評 ..................................................................................................................... 74
圖4-4 同學給予建議 ............................................................................................................. 75
圖4-5「理解題意」之題目範例 ........................................................................................... 78
圖4-6「判斷多餘資訊」之題目範例 ................................................................................... 79
圖4-7「列式」之題目範例 ................................................................................................... 79
圖4-8「複雜問題」之題目範例 ........................................................................................... 79
圖5-1 包含未知數的計算題目 ............................................................................................. 90
圖5-2 混合日常生活經驗的題型 ......................................................................................... 90
圖5-3 「時間」相關的題型 ................................................................................................. 91
圖5-4 「速率」概念及單位轉換的題型 ............................................................................. 92
表目錄
表2-1 擬題素材整理對照表 ................................................................................................. 22
表2-2 擬題分類 ..................................................................................................................... 29
表5-1 活動對象之數學觀感 .................................................................................................. 82
表5-2 實驗組與對照組之活動學生出題擬題經驗統 .......................................................... 82
表5-3 解題能力資料統計 ...................................................................................................... 83
表5-4 出題擁有感之評分百分比 .......................................................................................... 84
表5-5 活動感受資料收集 ..................................................................................................... 85
表5-6 素材影響資料收集 ..................................................................................................... 86
表5-7 學生出題信心 ............................................................................................................. 87
參考文獻 參考文獻
一、英文文獻
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周幸儀（民91）。國小二年級數學科合作擬題教學之行動研究。國立台南師範學院國民教育研究所碩士論文，未出版，台南。
周幸儀、吳錦松 （民91 年4 月）。合作擬題教學對學生數學概念的發展之探究－以一個國小二年級數學教室為例。多元素養與科學教育。第18 屆科學教育學術研討會，國立彰化師範大學。
莊楊晉堅（民96）。國小六年級學童對比例問題之擬題研究。國立中山大學教育研究所碩士論文，未出版，高雄。
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陳錦芬、曾泓璋（民95）。小組電腦擬題活動對英語字彙學習成就與學習情意之影響。國立臺北教育大學學報，19(1)，89-118。
張育綾（民97）。學生網路擬題於國小英語學科對學習成效的影響（未出版之碩士論文）。國立成功大學，台南市。
梁淑坤（民82年11月）。十五枝火柴看擬題與解題。論文發表於國立屏東師範學院主辦之「國民小學數學」學術研討會，屏東。
梁淑坤（民83）。擬題的研究及其在課程的角色。國民小學數學科新課程概說（低年級）（152-167頁）。台北：台灣省國民學校教師研99研習會彙編。
梁淑坤（民84）：師範生擬題行為之研究。行政院國家科學委員會專題研究成果報告（編號：NSC84-2511-S023-001）。
梁淑坤（民86a）。擬題能力之評量：工具之製作。行政院國家科學委員會專題研究成果報告（編號：NSC84-2511-S-023-006）。
梁淑坤（民86b）。擬題與數學課程之融合。行政院國家科學委員會專題研究成果報告（編號：NSC85-2511-S023-003）。
康滋容（民94）。擬題活動對國小二年級學生解題能力和擬題能力的影響（未出版之碩士論文）。屏東師範學院，屏東市。
康軒出版社（民92）。國民小學數學課本、習作第一冊。台北：康軒文文化公司。
黃俊惟（民92）。網路擬題練習在解分數加減法問題上之研究。國立嘉義大學教育科技研究所碩士論文，未出版，嘉義。
黃月帄（民93）。國小學童分數乘除文字題表徵轉換能力與後設認知之研究。國立臺中師範學院教育測驗統計研究所碩士論文，未出版，臺中。
張芷鳳、姚如芬（民98 年 4 月）。國小四年級學童於除法單元的擬題評量表現。
林陳湧（主持人），數位時代下的科學教育。第25 屆科學教育學術研討會，國立臺灣師範大學。
楊惠如（民89）。擬題活動融入國小三年級數學科教學之行動研究。國立嘉義大學國民教育所碩士論文，未出版，嘉義。
趙坤川（民95）。國小六年級擬題教學之研究~以小數加減運算及大小比較概念為例。國立中山大學教育研究所碩士論文，未出版，高雄。
劉芳妃（民87）。合作擬題活動融入國一數學科教學之個案研究。國立高雄師範大學數學系碩士論文，未出版，高雄。
劉祥通（民83）。寫作活動在數學教學中的角色。教師之友，35(5)，32-36。
劉富連（民88）。數學科的另類教學活動：擬題。師友，379，54-56。
鍾雅琴 （民91）。合作擬題策略教學對國小五年級資優班與普通班學生分數概念、解題能力、擬題能力之影響。台中師院國民教育研100 究所碩士論文，未出版，台中。
指導教授 陳德懷(Tak-Wai Chan) 審核日期 2011-8-29 推文 plurk
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