臺灣博碩士論文加值系統

我國國中小數學新課程標準都強調學生的主動學習，而學生主動建構知識更是建構主義的一項重要信條。隨著學習者角色的改變，教師角色也從知識傳授者轉變成輔導學生建構知識者。為了幫助學生有效建構知識，老師有必要知道學生建構知識的認知過程。因此本研究基於建構主義的學習觀下，以訊息處理理論為基礎，探討兩名個案學生建構數學知識時，在其認知過程中使用認知策略與後設認知策略的情形，進而從這些策略的使用情形探討學生數學科的主動學習。
本研究是採質的研究方法，透過研究者自編數學策略量表的施測以及教師推薦，選出兩名個案學生，並透過教室觀察與刺激回憶性面談以及數學學習文件的蒐集來瞭解兩名個案學生認知與後設認知策略的使用情形，進而探討他們數學科的主動學習。
經由兩名個案學生的比較後，得到以下幾點結論﹕
1.學習者使用認知策略與後設認知策略來建構數學知識的方式與處理內容的程度，會影響日後對這些數學知識的提取。
2.學習者選擇注意與評估的內容，會影響他們所使用的認知策略與後設認知策略，進而影響所建構的數學知識品質。
3.學習者舊經驗、知識的適當提取是影響學習者有效建構數學知識的主要因素。
4.使用不適當的認知策略與後設認知策略來預習數學課本，反而容易阻礙學生上課時的數學學習。
5.學習者在主動學習活動中，使用不當的認知策略與後設認知策略來建構數學知識時，容易產生無意義的學習。

An important idea of contemporary education is that learning is an idiosyncratic, active and evolving. To help students construct mathematical knowledge effectively, teachers have to know the process they construct. We proceed case study of two students contrasting their cognitive strategies and metacognitive strategies based on the constructivism and the infornation process theory. We found that under the same instructional environment the individual interpretations of the learning activities and the use of learning strategies are unique to each student, and we got the following fonclusions:
1.The way and the degree that students use cognitive strategies and metacognitive strategies will influence the effectiveness of their retrieving mathematical knowledge in the future.
2. The content of attention that students select and assess will influence the quality of mathematical knowledge that they construct.
3. The important factor that influences students'' effectiveness of constructing mathematical knowledge is whether students can or not retrieve the related knowledge appropriately.
4. That students use inappropriate strategies to preview the lesson will interrupt their learning.
5. If students use inappropriate strategies to construct mathematical knowledge in active learningactivities , they will easily produce meaningless learning.