以追趕問題為例探討資優個案的解題表現
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Date
2010-09-??
Authors
江奇婉
劉祥通
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本研究旨在探討一位國中資優生,面對追趕非例行性問題的非帶數法之解題表現。本研究先以資源、捷思和控制分析其解題表現，後來發現個案憑藉了他優越的直觀能力，早已從問題的脈絡看到解題的線索，降低了問題的複雜性，而逐步為問題找到一條解答的捷徑。研究者深信個案在解研究問題中所利用的相關線索，可以幫助學生在解題上建構更好的理解力。因此本文針對個案解題表現中在資源、捷思、控制三面向以及直觀能力加以討論並據此提供建議。
The purpose of this study was to analyze problem solving performance for a gifted student of the seventh grader. We were mostly interested in his spontaneous(non-algebraic) method of solving non-routine problems. Originally, our attention and efforts were placed on his performance from the various dimensions of resources, heuristics, and control. Later on, we found he was excellent intuitive ability to see the problem solving clues from the problem context. Therefore, the level of problem complexity was often decreased and the shortcut of problem solving was found. Indeed, it was our belief that approaching problem as he did in this study, by gaining an appreciation of the use of relevant clues, may help students construct an understanding in problem solving. Finally, some discussions and suggestions about the viewpoints of resource, heuristic, control and intuitive ability were provided as well.
The purpose of this study was to analyze problem solving performance for a gifted student of the seventh grader. We were mostly interested in his spontaneous(non-algebraic) method of solving non-routine problems. Originally, our attention and efforts were placed on his performance from the various dimensions of resources, heuristics, and control. Later on, we found he was excellent intuitive ability to see the problem solving clues from the problem context. Therefore, the level of problem complexity was often decreased and the shortcut of problem solving was found. Indeed, it was our belief that approaching problem as he did in this study, by gaining an appreciation of the use of relevant clues, may help students construct an understanding in problem solving. Finally, some discussions and suggestions about the viewpoints of resource, heuristic, control and intuitive ability were provided as well.