認知－後設認知解題教學活動在學習障礙學生應用成效之個案分析

A Case Study of the Effectiveness of Cognitive-Metacognitive Strategies Instruction in Mathematical Problem-Solving for Students with Learning Disabilities

陳乃嘉(Nai-Chia Chen)

《雲嘉特教期刊》 34期 (2021/11) Pp. 30-43

摘要

本文係以國小三年級資源班學習障礙學生為例，探討學習障礙學生使用認知－後設認知策略進行數學解題之情形，並輔以實作案例作為佐證與說明。探討內容主要包括學習障礙定義、影響學習障礙學生解題能力的因素、認知－後設認知解題教學策略、以及國小三年級數學學習障礙學生兩步驟解題之實例分享，最後歸納本研究兩項結論與三項建議。

關鍵字

學習障礙 ； 認知－後設認知策略 ； 數學解題

並列摘要

This paper took the students with learning disabilities in the third grade resource classroom of elementary school as an example to discuss the situation of the students with learning disabilities using cognitive-metacognitive strategies to solve mathematical problems, supplemented by practical cases as evidence and instructions. All contents included the definition of learning disabilities, the factors that affect the ability of students with learning disabilities to solve problems, cognitive-metacognitive model of mathematical problem solving, and the sharing of students with learning disabilities used the strategy in mathematical problem-solving. Finally, author summarized two conclusions and three recommendations of this research.

並列關鍵字

learning disabilities ； cognitive-metacognitive strategies ； mathematical problem-solving