運用提問方法促進中學生對代數式中文字符號語意理解之研究：提問模型建構

Exploring the Questioning Strategies of Inserting Mathematical Teaching into Junior Mathematics to Promote Letters' Semantics Understanding

陳彥廷(Yen-Ting Chen) ； 柳賢(Shian Leou)

《科學教育學刊》 17卷3期 (2009/06) Pp. 203-231

https://doi.org/10.6173/CJSE.2009.1703.04

摘要

本研究旨在探究十五位七年級個案學生在提問引導教學情境中，對代數式中文字符號
語意理解的改變；進而提出促進學生對文字符號語意理解改變的教學提問方法模型。首先，研究者從76位參與「文字符號語意測驗」施測七年級的學生中依得分高低，從高、中、低三個層次中分別抽取4位、7位、4位（共15位）學生，進行一系列相同順序的問題解題，從個案學生的解題回應中，不斷地以「提問」的方式促進他對代數式文字符號語意角色與列式、運算技巧的理解。研究結果發現，促進三個層次學生對文字符號語意理解的提問方法包括「前進式提問」、「聚焦式提問」與「回顧式提問」；而本研究也提出促進不同層次學生對代數式中文字符號語意理解改變之提問方法模型。

關鍵字

文字符號 ； 代數學習 ； 提問 ； 語意理解 ； 數學理解

並列摘要

The purpose of the study was to explore the conceptual change model of understanding letters' semantics toward algebraic expression in a group of Taiwanese seventh graders. After analyzing questionnaire responses of an initial sample of 76 students, 15 students were selected, from three levels of high, medium, and low scores, as the final subjects. Based on the Growing Model of Mathematic Understanding, a qualitative analysis, through a series of Questioning revealed the conceptual change mode of understanding letters' semantics toward algebraic expression about high level students. This study disclosed that from the phase of promoting Regress Understanding, questions about meta-cognitive judgment made high level students reach Regress Understanding, but the operational skill about letters also made lower level students reach Regress Understanding. From the strategy of promoting Progress Understanding, high level students utilized the method of Advanced Questioning, Pause Questioning, and Obstructed Questioning.

並列關鍵字

Algebra Learning ； Letters ； Mathematics Understanding ； Questioning ； Semantics Understanding

參考文獻

陳彥廷、柳賢(2009)。中學生對代數式中文字符號之語意理解研究：不同管道的探討。科學教育學刊。17(1)，1-25。

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