發展結構式擬題系統來提升國小二年級學生學習成效之研究-以兩步驟加減文字題為例

Developing Structured Problem-Posing System to Improve the Learning Effectiveness of Second Graders - A Case Study of Addition and Subtraction Two-Step Word Problems

陳雅惠(Ya-Hui Chen)

指導教授 ： 藍友烽

國立虎尾科技大學/管理學院/資訊管理研究所在職專班/碩士(2014年)

摘要

本研究旨在探討將擬題系統應用於數學文字題，對國小二年級學生學習成效與學習動機之影響。本研究依據擬題相關理論、布魯姆認知分類理論及ARCS動機模式，設計一套結構式擬題系統。採準實驗研究法，實驗對象為國小二年級的兩個班級學生，實驗組（26人）使用結構式擬題系統來進行電腦輔助擬題活動，控制組（26人）採用傳統紙筆練習，以「兩步驟加減文字題」的單元為教學內容，進行為期兩週共八堂課的學習活動。兩組均施以前、後測，以比較電腦輔助擬題活動統紙與傳統紙筆練習對提升學生學習成效之差異。並進一步以問卷了解結構式擬題系統是否能激發學生的學習動機。
研究結果發現：1. 電腦輔助擬題活動在提升學生的解題及擬題學習成效顯著優於傳統紙筆練習；2. 電腦輔助擬題活動在提升學生分析認知層次的學習成效顯著優於傳統紙筆練習，在應用認知層次上兩組沒有顯著差異；3. 電腦輔助擬題活動對中能力水準的學生有較顯著的學習成效；4. 結構式擬題系統能激發學生的學習動機。最後根據以上結果，研究者針對擬題系統的設計、擬題教學及未來研究提出建議。

關鍵字

擬題 ； 兩步驟文字題 ； 學習成效 ； 學習動機

並列摘要

The purpose of this study was to investigate the influences of applying problem-posing system in word problems on second graders’ learning effectiveness and learning motivation. This study referred to problem-posing theories, revised Bloom's taxonomy and ARCS motivation model in developing a structured problem-posing system. This study adopted quasi-experiment research design. The objects of this study were fifty-two students from two classes of second grade which were divided into the experimental group and the control group. At the beginning, both of these two groups had the pre-test of problem-solving ability and problem-posing ability, and then had “addition and subtraction two-step word problems” instruction for two weeks. The experimental group used the structured problem-posing system to complete computer assisted problem-posing activity. The control group used the traditional written practice. At the end of the experiment, both of two groups had the post-test to get the learning effectiveness. And further, the questionnaire was done to see the learning motivation for the experimental group learners by using the structured problem-posing system. The results are as follows:
1. The learning effectiveness of students in the experimental group were significantly better than those in the control group.
2. In the analysis of cognitive level, the learning effectiveness of students in the experimental group were significantly better than those in the control group. In the application of cognitive level, there was no significant difference between two groups.
3. There was significantly learning effectiveness for the medium-level ability students after the computer assisted problem-posing activity.
4. The structured problem-posing system could stimulate students’ learning motivation.

Finally, suggestions are proposed as references for problem-posing system design, problem-posing instruction and future research.

並列關鍵字

problem posing ； two-step word problem ； learning effectiveness ； learning motivation

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