概念學習效益－－分析原型和技巧發展表現方式

Concept Learning Effectiveness Using Prototype and Skill Development Presentation Forms

本研究主旨乃探討概念學習的變重過程：原型學習，以及推論和辨別能力發展。資料顯示，合併釋例解說（原型獲得）和問題詢問（技能發展）兩種方式，以呈現教材，比單以解說或詢問方式，更能增強小學四年級學生的學習能力。在概念學習的第一、二個階段（即具體、辨認階段），無論那一種呈現方式，受試者均可以獲得原型。但只有以解說和詢問方式合併呈現時，受試者的原型學習，才能維持在記憶階段，在概念學習的第三、四階段（即分類和形式階段），也只有以解說和詢問方式合併呈現教材時，受試者才能發展推論和辨別能力。最後；本研究以有無經過形成性評量設計的教材，作為自變數，來測結果發現兩組受試者的表現並無差異。

The proposition was investigated that concept learning is a twofold process: acquisition of a prototype and development of generalization and discrimination skills. Data analyses showed that learning was facilitated for fourthgrade students by a presentation form that combined expository statements of best examples (prototype acquisition) with interrogatives (skill development) over presentations that were expository or interrogatory only. At the concrete and identity levels of concept attainment, a prototype was learned with all three presentation forms, but only with the expository-interrogatory form was the acquired prototype maintained on the retention test. At the classiflcatory and formal levels, skills were developed and maintained with the expository-interrogatory presentation form only. A second independent variable contrasted instructional materials designed with and without formative evaluations: results showed no difference in posttest performance.