歷程導向設計及學習策略中介教導對個體不同層次數學解題學習潛能開展效益影響之動態評量研究

The Differentiated Effects of Process-Oriented Design and Learning Strategy Instruction in Dynamic Assessment for First Graders' Learning on Word Problem Solving

許家驊(Chia-Hua Hsu)

《教育心理學報》 43卷1期 (2011/09) Pp. 127-154

https://doi.org/10.6251/BEP.20100512

摘要

本研究旨在探討不同歷程導向設計（歷程導向及非歷程導向）及學習策略中介教導（認知整合後設認知及歸因、認知整合歸因、認知）動態評量設計對不同層次（認知及高層心智）個體解題潛能開展效益之影響，採二因子2×3變異數實驗設計外加參照組進行，實驗細格施予不同處理組合，參照組給予自我練習。結果發現在不同層次表現，兩因子間雖無整體交互作用，然各具主要效果，歷程導向顯著優於非歷程導向且有助於解題及遷移，認知整合後設認知及歸因顯著優於餘二者，且有助於解題及自我調節表現，但後二者間無顯著差異，各組均顯著優於參照組並具大幅效果值及關聯強度。故採歷程導向、認知整合後設認知及歸因中介設計，其不同層次促進效益優於其他中介形式。

關鍵字

可能發展區間 ； 解題自我調節 ； 解題歷程動態評量 ； 學習策略 ； 學習潛能

並列摘要

ANOVA with a 2×3 factorial experimental design was used to examine effects of the independent variables of xxx and xxx on the dependent variables of xxx and xxx. A contingent control group was added to clarify the effects of treatment vs. no-treatment. No interaction effect was reported. However, the main effects of the variables of xxx and xxx were found on xxx as well as the simple gain scores, deferred gain scores and transfer performances except for the scores of self-regulated learning (SRL) in process-oriented design (POD). The effects of POD are better than counterpart both on solving and transfer scores, the effects of cognitive integrated metacognitive with attribution strategy instruction are better than others both on solving and SRL scores, but there are no differences on the scores of cognitive integrated attribution and cognitive strategy instruction. Finally, the effects of all treatment groups are better than control group.

並列關鍵字

dynamic assessment DA of mathematical problem solving MPS ； learning potential ； learning strategy ； self-regulation in MPS ； zone of proximal development ZPD

參考文獻

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