Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99259
Title: 立體旋轉定位空間能力問題解題策略之研究
A Study of Solving Strategies of the Problems on the Spatial Ability of 3D Rotation Orientation
Authors: 康鳳梅
田振榮
李大偉
簡慶郎
Keywords: 空間能力
解題
有聲思考
Spatial Ability
Solving Problems
Thinking Aloud
Issue Date: 2006
Abstract: 本研究旨在探討解題者在心中揣想立體物件之方位經過移動、旋轉的過程,並預測其變化的過程與結果,以發展空間概念文獻中有關小空間模型操弄能力之立體旋轉定位問題解題策略。然而空間能力的認知思考受限於個人特質的影響而有不同的表現,因此,透過研究探索空間能力認知問題解題的歷程,將可提供發展不同程度空間能力特質者學習策略的基礎。 本研究透過文獻探討、專家會議等方式歸納分析立體旋轉定位空間能力問題解題策略量表試題,並經過第一階段兩次量表試題筆述解題歷程施測,確認第二階段有聲思考解題之試題,以解題思考歷程之理論與相關研究為基礎,藉由有聲思考訪談、觀察法探求其內心對立體旋轉定位空間能力問題的揣想與解題技巧,以分析空間能力問題解題者的思維邏輯。 研究對象以國立瑞芳高工綜合高中學生一年級兩班學生進行立體旋轉定位空間能力問題量表試題筆述解題歷程施測,經研究者與協同觀察者統整後,建立立體旋轉定位空間能力問題之解題法、物體特徵、旋轉基準、聯想經驗等四個解題面向,並據以分析其解題類別及思考關鍵,研究進而發展有聲思考訪談大綱進行訪談,研究針對訪談逐字稿進行原案分析,依照Schoenfeld六個解題歷程階段,按讀題、分析、探索、計畫、執行、驗證及轉移分析受訪者之解題歷程;研究並就基模資料庫、知識組織串連、問題表徵、解題策略及問題解決效能等五種項目分析熟手與生手解題者進行立體旋轉定位空間能力問題有聲思考解題成功與失敗的差異。 研究同時發展直覺思考解題、合理化解題、概念釐清解題及問題表徵解題等四項不同模式之解題策略,並據以歸納出十三項原則,以作為發展不同階層需求提昇空間能力適性學習策略之重要參考: 一、直覺思考解題策略:猜測判斷、經驗類推、假設推理。 二、合理化解題策略:歸納比對、揣測認同、逐步辨解、正解比對、對照刪去。 三、概念釐清解題策略:反覆驗證、經驗累積。 四、問題表徵解題策略:放棄求解、揣測求解、理論迷思。
This study aims at analyzing the solving strategies on the problems of tri-dimensional rotation orientation of the manipulation capability for the small-scale-space models in the literature of spatial conception, exploring the process of the tri-dimensional object’s locality, pondered in the problem solver’s mind, through its moving and rotating, and predicting the result and process of its shifting. This study, through the discussion of literature, professionals’ seminars, etc., induced and analyzed the scale items for the problem-solving strategies of tri-dimensional rotation orientation and after experiencing the two-time scale items in the first phase, the problem-solving process was written down, so that the second-phase items of Thinking Aloud Problem Solving were confirmed. Based on the theories and relevant researches of the problem-solving reasoning process, the test-taker’s internal pondering and problem-solving techniques on the problems of tri-dimensional rotation orientation of the spatial ability were probed, by relying on both the Thinking Aloud Interviews and Observation, so as to analyze the logic of reasoning from the spatial-ability problem solvers. The main subjects of this study were from the first-grade students in the comprehensive classes, Jui-fang Vocational High School, who were tested for problem-solving process in written forms with the scale items of the tri-dimensional rotational orientation of the spatial ability. After integration from the researchers and co-observers, four problem-solving aspects for the spatial ability of the tri-dimensional rotational orientation, including methods of problem solving, characteristics of objects, bases of rotation, and experience of association, were established, and then various types of problem solving and the keys to reasoning were analyzed. Furthermore, the outline for the Thinking Aloud interviews was developed and used for interviewing, for which Protocol Analysis was undertaken with the literal script obtained from the interviews. Thus, the problem-solving process of the interviewees was analyzed, in accordance with Schoenfeld’s six phases of problem-solving process: item-reading, analyzing, questing, planning, executing, experimenting and transferring. This study also analyzed the difference between success and failure for the Thinking Aloud problem solving on the problems of tri-dimensional rotation orientation spatial ability, undertaken by novice and expert problem solvers, in reference to the following five items: schema data bank, knowledge organization series, problem representation, strategic problem solving, and problem-solving efficiency. This study conclusively developed four different models of problem-solving strategies and thirteen principles as the following, so as to provide an essential reference for enhancing appropriate learning strategies for spatial ability in order to meet various levels’ requirements. * Intuitive Reasoning of Problem Solving: surmising judgment, experience analogy, and suppositive inference * Rationalization of Problem Solving: inductive contrast, surmise identity, step-by-step allegation, positive comparison and contrast deletion. * Conception Clarification of Problem Solving: repetitive experiments and experience accumulation * Representation of Problem Solving: resigning solution, surmising solution and theoretical misconception.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0891700065%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99259
Other Identifiers: GN0891700065
Appears in Collections:學位論文

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