質性解題策略教學提升學生解題能力的進展與困難- 以國中力與運動單元為例

Using qualitative problem-solving strategy to improve students’ problem-solving ability: Taking the force and motion unit as an example

本研究旨在發展質性解題策略，並對台灣中部某所國中九年級學生進行質性解題策略教學，試著改變學生看待問題的方式，讓學生瞭解解題時質性分析的重要，進而提升解題能力。本研究的質性解題策略聚焦在學生使用公式解決問題前，能先用原理或概念來分析問題，並能具體說明原理與題目的關聯。在檢驗學生解題能力的進展，採用替未來學習做準備(Preparation for Future Learning, PFL)觀點，發展提供解題資源的測驗，觀察學生是否能善用課堂中所學習的質性解題策略，來幫助自己善用解題資源，進而能成功解決目標問題。解題能力的進展分三個部分來探討，第一、解題策略的使用；第二、解題策略缺陷的改善情形；第三、解題的成功率。研究結果發現，接受質性解題策略教學的參與者，在解題策略的使用、解題缺陷的改善、實際成功解題等三方面，教學前後有顯著的進步，與現行解題策略教學相較，質性解題策略教學的成效較佳。

 

The purposes of this study were to develop a qualitative problem-solving strategy and to examine the effect of using such a strategy to improve ninth-graders’ problem-solving ability in physics. We targeted to enhance the way students approach problems by helping them realize the importance of qualitative analysis while solving problems. In particular, students were instructed to solve problems by analyzing the problems with principles or concepts and specifying the relationship between principles and problems before they applied formulae. To evaluate the effect of this strategy, the perspective of Preparation for Future Learning (PFL) was adopted. Students were provided with problem-solving resources in their tasks. The aim of the study was to explore whether students could make good use of the qualitative problem-solving strategies learned in the classroom, thereby raising their awareness of the problem-solving resources and successfully solving the target problems. Students’ problem-solving ability was examined in three aspects: the use of problem-solving strategies, the reduction of problem-solving strategy defects, and the success rate of solving problems. Results indicated that the participants using a qualitative problem-solving strategy showed a significant improvement at learning progress and had better performances in comparison with a traditional problem-solving strategy.