概念學習的性質－－屬性與程序研究

Definition, Attainment Levels and Presentation Forms of Concept Learning

概念的形成和獲得使人們對事件簡單化和標準化，因而促進了學習，並有助於問題的解決和經驗的傳遞。而其形成與獲得的假定是－－概念是能以其一系列的相關屬性和定義，釋例來描述和學習的。在過去的廿年裡，有許多關於概念學習的論著發表。而「威斯康辛模式」把概念的獲得定下了四個不同的階層並且對於其可能運用做了系列的推演，使概念學習的種類、形成、策略使用和學習程序都進入了嶄新的研究領域，也進一步確認了概念學習的步驟也就是認知結構改變的歷程。本文就概念的定義、種類、形或和屬性著手，試圖建構概念學習的目的，以及為達此目的所必須具備的足夠例證和練習以歸納建立通則。從而研討如何進行概念學習，就學習的具體、辨認、類推、形式四階層及策略使用和學習程序分別注釋解讀。最後探討影響概念學習的因素，並提出若干建議。

Individuals at all levels of human development are constantly learning new concepts and extending and using old concepts in new situations. A substantial amount of research on concept learning has been completed during the past fwo decades.Concept learning has long been recognized as a fundamental form of school-related learning. Scholars in a variety of disciplines have identified concepts as a basic unit of instruction.This study was intended to focus on the previous research related to concept learning levels of concept attainment, providing concept definition, concept examples, nonexamples, levels of concept attainment, crtical attributes and methods of presentation.Much work must be done within the theoretical frameworks before the model of conceptual learning and development can have a significant impact on the eventual curriculum consumer--the school-aged child. This study is presented with the desire that it will bring us closer to a comprehensive understanding on the definition and the presentation methods of concept learning.