• 作者： 柯華葳
• 作者服務機構： 中正大學心理系
• 中文摘要： 本研究旨在驗證柯華葳（民82）發展的較詳細解題模式在教學上的有效性。這個模式的特色是將解題每一步驟，詳細的進行方法都列出來供學生學習。三班五年級的學生分別接受實驗、閱讀、與討論的教學。實驗組的學生每堂課先閱讀一篇有關環境與環境保護的文章而後接受問題解決方法教學。閱讀組只閱讀與實驗組一樣的文章。討論組則就同一篇文章作討論。每組每週同一時段進行一節課的教學。經過26個星期的教學後，三組學生在環境知識與環境態度上有相似的成長。但實驗組在系統分析問題及評鑑所提解法上有優於其他兩組的表現。除了學到解題技巧外，實驗組的學生在解題過程中表現出自我監控與反省的思考歷程。文中詳細討論造成三組學生不同學習結果的可能原因。基本上研究者以為將問題解決當一有結構的思考歷程可以幫助國小高年級學生有系統地組織及使用知識來解決環境問題。
• 英文摘要： This study was designed to verify a detailed problem solving model developed by Ko (1992). The model was instruction oriented to have every step concretely outlined. Three classes of fifth grade students were assigned to experimental, reading, and discussion groups respectively. The students in the experimental group read environment related materials and received problem soliving skills instruction. The reading group read the environmental materials only. The discussion group read and discussed the materials. The rationale behind the design was: if discussion plused reading the same environmental knowledge or the reading alone can help students solve the environmental problems as the students who had the reading and the problem solving training did, then the detailed problem solving model had no significant values. After 26 weeks of instruction, three groups of students had gained equivalent amount of environmental knowledge. However, the experimental groups outperformed the other two groups in the way of systematical analyzing the problem and evaluation their proposed solutions. Other than the problem solving skills, the problem solving group also showed selfmonitoring and self-reflective thinking. The different performance resulted from different treatments was discussed in detail. The results imply that treating problem solving processes as structured thinking processes is helpful for students to organize knowledge and ot make good use of the knowledge, in our cae, to solve the environmental problems.
• 中文關鍵字： 問題解決; 環境教育
• 英文關鍵字： Problem solving; Environmental education