Designing Research-Based Instruction for Story Problems
Designing Research-Based Instruction for Story Problems
复制标题
为故事问题设计基于研究的教学
DOI：
10.1023/a:1024648217919
复制
发表时间：
2003
影响因子：
10.1
通讯作者：
D. Jonassen
中科院分区：
文献类型：
--
作者：
D. Jonassen
尽管目前数学和科学问题解决的研究工作强调情境和社会中介的方法来解决真实的，复杂的问题，故事问题仍然是K-12学校和大学最常见的问题解决形式。故事问题通常是一个嵌入在浅故事背景中的定量解决问题。大多数情况下，学生使用程序方法来解决问题，直接将故事值转换为可解决的算法。研究表明，这种直接翻译策略导致缺乏概念理解，无法转移任何开发的解决问题的技能。由于传统的故事问题解决教学方法不支持在解决问题的过程中对问题结构的概念理解，因此需要更有效的教学方法来支持故事问题。本研究回顾表明，解决故事问题需要学习者构建一个概念模型的问题，整合的情境（故事）内容与理解的语义结构的问题的基础上，数学或科学的原则正在实践中的问题。该模型还包含定量解决问题所需的处理操作。构建这样一个概念模型使学习者能够在尝试任何解决方案之前对故事问题进行分类，这是迁移的关键步骤。根据研究结果，我提出了一个模型1读者可能会注意到，在这篇文章中的参考文献的相当大的一部分是过时的。大多数关于故事问题的基础研究都是在20世纪80年代进行的。20世纪90年代，人们努力实施基于计算机的工具来支持故事问题学习。本文重点关注解决故事问题的过程以及我自己设计支持这些过程的教学模型。
Despite current research efforts in mathematics and science problem solving that emphasize situated and socially mediated approaches to solving authentic, complex problems, story problems remain the most common form of problem solving in K-12 schools and universities. Story problems typically present a quantitative solution problem embedded within a shallow story context. Most often, students use a procedural approach to their solution, directly translating story values into solvable algorithms. Research shows that this direct translation strategy results in a lack of conceptual understanding and the inability to transfer any problem-solving skills that are developed. Because traditional approaches to story problem-solving instruction do not support conceptual understanding of problem structures during their solution, more effective instructional approaches are needed for supporting story problems. This research review shows that solving story problems requires that learners construct a conceptual model of the problem that integrates the situational (story) content with an understanding of the semantic structure of the problem based on the principles of mathematics or science being practiced in the problem. The model also contains the processing operations required to solve the problem quantitatively. Constructing such a conceptual model enables learners to classify story problems before attempting any solution, a step essential to transfer. Based on research findings, I propose a model for 1 The reader may note that a substantial portion of the references in this article are dated. Most of the foundational research on story problems was conducted in the 1980s. The 1990s witnessed efforts to implement computer-based tools to support story problem learning. This article focuses on the processes for solving story problems and my own model for designing instruction to support those processes.
影响因子：
5.4
作者：
KINTSCH, W;GREENO, JG
通讯作者：
GREENO, JG