父母引導孩子解題的認知與情意調節歷程：以數學題目中有男、女主角為例

Cognitive and Affective Regulation when Parents Guide Children to Solve Problems: A Case Study of Gendered Agents in Mathematical Problems

蔡亞靜(Ya-Jing Tsai) ； 邱美秀(Mei-Shiu Chiu)

《中等教育》 73卷4期 (2022/12) Pp. 47-68

https://doi.org/10.6249/SE.202212_73(4).0028

摘要

本研究之目的在了解父母如何引導幼兒，解決有男、女主角的數學題目。以14組學齡前幼兒與父母為研究對象，研究方法採質性研究，蒐集資料方式包括：第一次觀察父母如何引導幼兒解題、父母對自我調節訪談問題的回應、第二次觀察父母如何引導幼兒解題、父母的反思回饋、研究者觀察記錄等。研究發現父母有三種類型的引導方式，分別是：一、在引導的內容上，兼顧數學與題目中有男女主角，且前後二次引導方式均不變型；二、始終只考慮數學，且前後不變型；三、在引導的內容與前後均變動型。研究結果可以作為未來父母親引導幼兒解題時的參考依據。

關鍵字

數學問題情境 ； 自我調節訪談 ； 親子互動

並列摘要

The purpose of this research is to understand how parents guide their children to solve mathematical problems with male and female agents. The research participants were 14 pairs of preschool children and their parents. Data collection included the first observation of how parents guided their children to solve problems, parents' responses to the self-regulation interview questions, the second observation of how parents guided their children to solve problems, parents' reflective feedback, and the researcher's observation records. The research adopted qualitative methods to analyze data. The analysis results found that there were three types of parent guidance, which were parents considered 1. both mathematics and problem agents in both observations, 2. only mathematics in both observations, and 3. either mathematics or problem agents, with differences in both observations. The research results can be used as a reference for future parents to guide children to solve problems.

並列關鍵字

mathematical problem ； self-regulation intervention ； parent-child interaction

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