Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/17851
標題: 高職學習障礙學生數學後設認知策略解題能力建構歷程及其對學習成就與學習態度影響之探討
A Study of the Capacity Building Process of Metacognitive Problem-solving Strategies Employed by Senior Vocational High School Students with Learning Disabilities and the Influences of the Process on Their Learning Achievements and Learning Attitude
作者: 楊受恩
Yang, Show-En
關鍵字: 學習障礙;learning disabilities;數學解題能力建構歷程;後設認知策略;合作省思教學法;capacity building process of mathematical problem solving;meta-cognitive strategies;cooperative reflectional teaching
出版社: 應用數學系所
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摘要: 
本研究旨在探討高職學習障礙學生於數學後設認知策略解題能力建構之歷程,以及建構後對於數學解題能力與數學學習態度之影響。
本研究採個案研究,研究對象為高職二年級學習障礙學生兩名,以F. K. Lester的「認知-後設認知架構」為解題架構,根據研究者改編自「合作省思教學活動」(劉錫麒,1993)之「合作省思教學法」為核心活動,對研究對象實施後設認知策略解題訓練。當中配合放聲思考法、晤談法建立歷程紀錄,再綜合教學札記與原班任課教師晤談記錄,評估個案後設認知策略解題能力是否有達到獨立運思後設認知策略解題水準,操作時期總計45節,每節50分鐘。
「質」性資料的部分,是根據教學札記、晤談記錄、放聲思考記錄進行後設認知策略解題能力建構歷程之解析。「量」化資料的部分,是針對研究對象及所屬班級同學於建構歷程的前後分別施以研究者自編「數學成就測驗」與「數學學習量表」(林星秀,2001)測驗,根據結果進行單一樣本t考驗,以探討後設認知策略解題能力建構對於高職學習障礙學生的數學解題能力與數學學習態度之影響。
根據研究結果,研究者提出建議,以作為未來教學及研究之參考。

This study explores the construction process of mathematical solving capability with meta-cognitive strategy employed by learning disabled students in senior vocational high schools as well as the influences on the mathematical problem solving capability and the attitudes of mathematics learning after the construction.
This is a case study in which two sophomores from a senior vocational high school with learning disabilities are investigated. In the study, the researcher takes F. K. Lester''s "cognitive- meta-cognitive framework" as the problem-solving framework, and conducts the problem-solving training activities of meta-cognitive strategy application technique based on the "cooperative reflectional teaching" model adapted from the "reflection co-teaching" proposal (Liu, 1993). In the teaching-training activities, the “thinking aloud” method is employed, interviews about teaching process are arranged, and notes of teaching activities are kept, with all of the above being integrated to assess the investigated students' level of fulfillment in terms of independent thinking and meta-cognitive problem-solving strategy application. The total operating process consists of 45 teaching-learning periods, each of which lasts for 50 minutes.
Concerning the qualitative data, they are analyzed according to the notes of teaching activities, interview records, and records of “thinking aloud” method application to justify students' capability of meta-cognitive problem-solving strategy application. As to the quantitative data, they are presented according to the results of "Mathematics Achievement Test" (Yang, 2010, unpublished) and "Mathematics Learning Scale" (Lin, 2001) applied to the investigated students as well as their classmates, based on which the “one sample t-test” is conducted to analyze the influences of meta-cognitive problem-solving strategy application capability on the mathematical problem-solving capability and the attitudes of mathematics learning of senior vocational high school students with learning disabilities.
Based on the findings from the current study, some specific proposals are made for future teaching and research.
URI: http://hdl.handle.net/11455/17851
其他識別: U0005-2506201119212800
Appears in Collections:應用數學系所

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