中年級學童解決加減文字題能力之探討：多餘資訊與兩步驟問題

本研究透過兩個實驗，來探索及描述中年級學童，使用加減概念，來理解應用題題意的能力。實驗一測試314位三、四年級學童，探索學童解決單一步驟改變類型加減問題的能力，以及多餘資訊對學童的影響；實驗二測試318位三、四年級學童，探索學童解決兩步驟改變類型加減問題的能力，以及命題次序對學童的影響。一般而言，在各個實驗所測試的能力上，年級高的學童皆具有比較優異的表現；實驗一的結果顯示：三、四年級學童在解題時，皆會受到多餘資訊的干擾，多餘資訊問題的錯誤，大多與多餘的數字資訊有關；實驗二的結果顯示：改變量未知的兩步驟問題較結果量未知的兩步驟問題困難，在改變量未知問題中，命題次序影響學童的表現，當發生錯誤時，學童或選擇錯誤運算，或簡化問題，使用單一運算解題。綜合兩個實驗的結果，本研究描述三、四年級學童使用正式加減計算，解決單一步驟改變類型問題的能力，進而探索各年級學童在各類問題上，所展現的「部份－整體」關係分析能力，以及理解題意的變通性。

關鍵字

加減概念；問題解決

並列摘要

With two experiments, this study was to explore children's concepts of addition and subtraction in solving word problems. In Experiment 1, single step change problems were given to 314 3rd and 4th graders. It was to describe children's abilities in solving single step problems, as well as to explore the effects of superfluous information on children's solution. Two-step change problems were given to 318 3rd and 4th graders in Experiment 2. It was to describe children's abilities in solving two-step problems, as well as to explore the effects of order of problem statements on children's solution. In general, children at higer grade levels performed better on tests across two experiments. In Experiment 1, the performance of both 3rd and 4th graders was affected by superfluous information. In Experiment 2, children have shown a better performance on the result unknown problems rather than the change unknown problems. In change unknown problem, switching the statements of change events would affect the place of unknown in the problem. Children performed worse when the unknown was the quantity of change about the first change event rather than when the unknown was about the second change event. The results are discussed to reveal children's understanding of part-whole relationship and their flexibities in comprehending word problems.