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博碩士論文 etd-0017115-100547 詳細資訊
Title page for etd-0017115-100547
論文名稱
Title
國小五年級學生數學解題歷程的自我調整學習策略與動機信念之個案研究
A case study of self-regulated learning strategies and motivation beliefs in mathematical problem processes of fifth grade elemantary school children
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
197
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2014-10-31
繳交日期
Date of Submission
2015-01-17
關鍵字
Keywords
解題策略、內部價值、非例行性試題、自我調整學習過程、自我效能
intrinsic values, self-efficacy, self-regulated learning strategies, problem solving, non-routine problems
統計
Statistics
本論文已被瀏覽 5623 次,被下載 382
The thesis/dissertation has been browsed 5623 times, has been downloaded 382 times.
中文摘要
本研究主要是探討國小五年級高低數學成就的學生數學解題歷程的自我調整學習策略與動機信念之差異性。首先,研究者依據PISA(2002)試題中編選出符合國小五年級數學課程綱要能力指標之五個非例行性數學問題,作為之後放聲思考收集解題歷程的試題。接著,利用MSLQ學習策略動機量表(Motivated Strategies for Learning Questionnaire)(Pibtrich &Groot, 1990)挑選出合適的自我調整學習策略與動機信念之差異性的樣本對象。最後,輔以訪談的方式深入的理解學生的自我調整學習策略和學習動機。研究結果發現數學成就高的學生其解題歷程較數學成就低的學生流暢,解題表現也較好。另外,自我調整學習策略程度較高的學生在解題歷程的階段中,會花比較多的時間在讀題、分析和驗證階段上;相反的,自我調整學習策略程度較低的學生則會較多的時間在執行上。此外,自我效能較高的學生在解題的歷程中,會較自我效能低的學生表現出較高的堅持度。最後,內部價值偏向精熟目標導向的學生在解題的歷程中,較願意嘗試使用不同的解題策略,相反的,內部價值偏向表現目標導向的學生會則會優先模仿老師和課本所提供的解題策略。本研究結果可提供相關的建議給老師,使其有效地提升學生的解題能力和學習動機。
Abstract
This study was to investigate the differences in problem solving processes
fifth grade math student mathematical achievements when varying in self-regulated learning strategies and motivation beliefs. The researcher selected and edited five non-routine problems from PISA (2002) and based on fifth grade math according to curriculum standards, and these problems will be tools for collecting thinking aloud protocal. And then, I used Motivated Strategies for Learning Questionnaire(MSLQ)(Pibtrich &Groot, 1990) to select a sample of four students with high-low self-regulated stratege, high-low motivated beliefs. Last, I interviewed students to understand their self-regulated strategies and learning motivation. Results are: students with high mathematics achievement were having problem solving processes and performances that were more fluent and better than students of low mathematics achievement. In addition, high self-regulated students spent more time on reading and analyzing stages in problem solving processes. Besides, low self-regulated students spent more time on execution stages in problem solving processes. Also, high self-efficacy students will show higher persistance than low self-efficacy students. Last, when students had mastery goal oriented internal values, they would try to search for different solutions. On the other hand, when students had performance goal oriented internal values, they would generate solutions modelled from teachers or text books. The results of this study yielded suggestions to teachers on how to raise students’ problem-solving ability and learning motivation.
目次 Table of Contents
第一章 緒論...................................1
第一節 研究動機................................1
第二節 研究目的................................3
第三節 待答問題................................3
第四節 名詞解釋................................3
第二章 文獻探討................................5
第一節 數學解題的意義及重要性.......5
第二節 數學解題的歷程.........................5
第三節 影響學生解題行為的相關因素及研究...........13
一、 自我調整學習策略策略的定義、結構及和數學解題相關的研究.......13
(一) 自我調整學習策略的定義.....................................................................14
(二) 影響自我調整學習策略的決定因素.......................................................17
(三) 自我調整學習策略在數學課室中的應用................................................20
二、 認知策略對解題歷程、解題行為與解題表現的影響..........................23
三、 自我效能和內部價值對解題歷程、解題行為及解題表現的影響........25
(一) 自我效能對數學解題的影響及相關的研究............................................25
(二) 學習學習目標導向對數學解題的影響及相關的研究..............................26
第三章 研究設計與程序 .............................................................................29
第一節 研究設計........................................................................................29
第二節 研究工具........................................................................................29
第三節 研究樣本的選取.............................................................................33
第四節 預試...............................................................................................35
第五節 資料分析........................................................................................36
第六節 研究程序........................................................................................39
第四章 研究結果........................................................................................41
第一節 數學成就高低的學生解題歷程、解題行為與表現的差異性............41
一、 五個題目之解題歷程成份及個案解題歷程差異..................................41
二、 四位個案其解題歷程成分之差異性....................................................59
第二節 自我調整學習策略對解題歷程、解題行為與表現的差異性.............87
第三節 自我效能和內部價值對解題歷程、解題行為與表現的差異性.........97
第五章 結論與建議...................................................................................105
第一節 研究結論與建議 ............................................................................105
第二節 對未來研究的建議.........................................................................111
參考文獻......................................................................................................113
中文部分......................................................................................................113
英文部分......................................................................................................113
附錄.............................................................................................................119
(附錄A)放聲思考練習題( P1、P2)...........................................................119
(附錄B)非例行性試題..............................................................................120
(附錄C)非例行性試題學生作答情況........................................................122
(附錄D)學生數學解題表現的動機與自我調整學習策略之研究問卷..........123
(附錄E)學生學期成績與自我調整學習信念之平均分數與z分數................127
(附錄F)放聲思考指導語............................................................................128
(附錄G)半結構性解題自我調整行為晤談大綱...........................................129
(附錄H)半結構性個人背景晤談大綱..........................................................130
(附錄I)原案資料.........................................................................................131
(附錄J)原案分析........................................................................................146
(附錄K)個案晤談內容................................................................................176

圖目錄
圖2-1-1 Polya (1945) 解題歷程.......................................................................6
圖2-1-2 Garofalo & Lester (1985) 認知-後設認知數學解題模式...................7
圖2-3-1 Zimmerman (2002) 自我調整的面向和次過程...................................14
圖2-3-2 Boekaerts (1999) 自我調整學習策略的三個層次...............................15
圖2-3-3 Zimmerman (1989) 自我調整功能的三元分析...................................16

表目錄
表2-1-1 Polya(1945)解題歷程的四個階段......................................................6
表2-1-2 Garofalo 和Lester (1985)之認知-後設認知數學解題模式................8
表2-1-3 Schoenfeld (1985)之解題原案巨觀分析架構表................................10
表2-1-4 本研究之解題歷程階段區分表..........................................................12
表3-1-1 非例行性的試題對照表.....................................................................30
表3-1-2 非例行性的試題難度與鑑別度..........................................................31
表3-3-1 非例行性試題施測對象....................................................................34
表3-4-1 非例行性的試題...............................................................................36
表3-5-1 解題歷程階段順序時間圖 ................................................................37
表3-6-1 研究程序進度表...............................................................................40
表4-1-1 【N-01睡眠時間】應具有的解題能力..............................................42
表4-1-2 四名個案在【睡眠時間】所表現之解題策略....................................43
表4-1-3 【N-01睡眠時間】四個個案解題歷程成分比較................................43
表4-1-4 【N-02生日蛋糕】應具有的解題能力...............................................44
表4-1-5 四名個案在【生日蛋糕】所表現之解題策略......................................45
表4-1-6 【N-02生日蛋糕】四個個案解題歷程成分比較..................................46
表4-1-7 【M-01披薩】應具有的解題能力.......................................................47
表4-1-8 四名個案在【披薩】所表現之解題策略.............................................48
表4-1-9 【M-01披薩】四個個案解題歷程成分比較........................................49
表4-1-10 學生在【M-02木匠】中所應具有的解題能力..................................50
表4-1-11 四名個案在【木匠】所表現之解題策略..........................................51
表4-1-12 【M-02木匠】四個個案解題歷程成分比較.....................................52
表4-1-13 學生在【L-01匯率】中所應具有的解題能力..................................53
表4-1-14 四名個案在【匯率】所表現之解題策略.........................................53
表4-1-15 【L-01匯率】四個個案解題歷程成分比較.....................................54
表4-1-16 四名學生之解題策略、解題表現和解題行為之差異性...................55
表4-1-17 影響四名學生其解題表現之可能因素............................................56
表4-1-18 小威在五個情境題時所呈現的解題歷程階段和時間分配圖............60
表4-1-19 小威在五個題目中各個解題階段出現的次數..................................62
表4-1-20 小威在五個題目中之各個解題階段所需時間佔解題時間百分比.....64
表4-1-21 小優在五個情境題時所呈現的解題歷程階段和時間分配圖............66
表4-1-22 小優在五個題目中各個解題階段出現的次數..................................68
表4-1-23 小優在五個題目中之各個解題階段所需時間佔解題時間百分比.....70
表4-1-24 阿信在五個情境題時所呈現的解題歷程階段和時間分配圖............72
表4-1-25 阿信在五個題目中各個解題階段出現的次數..................................74
表4-1-26 阿信在五個題目中之各個解題階段所需時間佔解題時間百分比......76
表4-1-27 阿布在五個情境題時所呈現的解題歷程階段和時間分配圖.............78
表4-1-28 阿布在五個題目中各個解題階段出現的次數...................................80
表4-1-29 阿布在五個題目中之各個解題階段所需時間佔解題時間百分比.......82
表4-1-30 四名學生解題行為之差異性.............................................................83
表4-1-31 四名學生在五個題目之各個解題階段所表現的總次數.....................84
表4-1-32 比較四個不同類型的學生其數學解題表現.......................................86
表4-2-1 高低自我調整學策略對解題行為的影響............................................94
表4-2-1 高低自我效能和內部價值對解題行為的影響...................................103
表5-1-1 高低自我調整學策略對高低數學成就學生之解題行為與表現的影...107
表5-1-2 高低自我效能和內部價值對高低數學成就學生之解題歷程、解題行為與表現的影響....................................................................................................109
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