概念發展過程之思考語言初探：以國中一年級學生酸鹼中和概念學習為例   免費試閱

Exploration of Students' Language of Thinking in the Process of Conceptual Development: Learning of Neutralization Concept in Taiwanese Seventh Graders

本研究旨在探討國中一年級學生酸鹼中和概念發展過程中思考語言的種類、功能、角色、影響與特性。研究者使用半結構晤談收集酸鹼中和實驗室情境中八位個案學生語言資料，再運用微小發生分析法與思考語言分析技術針對語言資料進行分析，進而發現：一、酸鹼中和概念發展過程中，八位個案學生總共出現17種思考語言，涵蓋認識立場、智力過程、智力產物三種認知功能，宛如概念發展催化劑、界面活性劑與指示劑的角色。二、不同功能的思考語言與其組合具有促進概念範疇內發展、溝通不同概念範疇間轉移、表徵概念發展脈絡與其狀態的影響力，同時具有模糊且靈敏的多重角色、明確且固定的認知功能的特性。

This study explored the kinds, functions, roles, influences and characteristics of 7th graders' language of thinking about the conceptual development of acid-base neutralization. There are 8 sample students in the study. The study context was the chemistry laboratory. During their experimental operation in a middle school, the authors collected students' verbal data with semi-structured interview technique. The verbal data were all transcribed into verbatim transcripts. The language of thinking in science conceptions were extracted and analyzed from these data by microgenetic analysis and thinking language analysis technique. The findings indicate 17 kinds of languages of thinking, covering 3 cognitive functions, were used by the students, and the 3 cognitive functions played the role as the catalyst, surfactant and indicator in conceptual development. The language of thinking with different functions or combinations could enhance the development of intra- and inter- conceptual categories, and present the situation and context about conceptual development. Additionally, the features of language of thinking worked as multiple roles and stable functions concurrently.