本研究目的在探討回饋類型、問題呈現方式、與練習對問題解決的影響。147 位大學生被隨機 分派至 3（回饋類型）× 2（問題呈現方式）的實驗情境中重複解決三個問題三次後，他們的解 題時間及正確率顯示，相對於僅有文字敘述的問題，有提示圖表的問題呈現方式可以顯著的降 低解題時間並提高正確率。此外，診斷性回饋可使參與者解題時間不致隨練習下降，且可提升 解題正確率，但效果在兩次練習之後才會顯著。肯證性回饋的作用和無回饋的情況相似，會使 解題的時間隨練習次數而快速下降，但正確率的提升則十分有限。以兩空間四階段的問題解決 模式分析其中 71 位學生解題時的大聲思考資料則發現，若參與者的解題嘗試得到了肯證性回 饋時，對問題的理解活動會下降，但在解答演算方面，其數值分析則會隨練習而增加。相對之 下，診斷性回饋則會使參與者將重點放在問題的理解與定義等概念階段。此研究結果顯示，在 解決低結構問題時，數值性的解題活動是在問題已清楚定義後才會出現。

The purpose of this study was to investigate the effects of feedback type, problem presentation, and practice on problem-solving. One hundred and forty-seven college students were randomly assigned to 3 (feedback type) × 2 (problem presentation) experimental conditions to solve three problems for three times. The results showed that when word problems were presented with graphic representational cues, the time would decrease significantly and the accuracy increased. Repetitive practice alone did not improve the performance. In addition, only when practice was augmented with diagnostic feedback would the accuracy rate increase and efforts to solve the same problem repetitively be sustained, but such effects would be significant only after two rounds of practice. The effects of confirmatory feedback on problem-solving were similar to the control group in that it speeded up problem-solving, but there was little improvement in accuracy across practices. Analyses of 71 participants’ problem-solving protocols according to a two-space four-stage model showed that diagnostic feedback would direct participants’ cognitive activities to problem comprehension and problem definition, while confirmatory feedback would induce participants to put more efforts in computational analyses. This pattern of findings suggests that in solving ill-defined problems, numerical analysis is conducted only when the problem has been clearly defined.

肯證性回饋;問題呈現方式;問題解決;診斷性回饋;練習

confirmatory feedback; diagnostics feedback; practice; problem presentation; problem solving