本研究以 60 位國小五年級兒童為研究對象，比較接受數學實驗課程教學兒童(N= 26 ) 與非數學實驗班兒(N=34 ) ，其問答討論與類比推理解決結構特徵相似的數學及自然科學問題表現的差異，並分析兒童問答討論的類型與解題歷程。 研究結果發現，兒童的問答討論，以理解性問答、解釋性問答，以及與解題無關的討論，表現次數較多；而在關聯性問答與批判性問答次數上則現，在推理解題表現方面，接受數學實驗課程教學的兒童在數學問題上的解題表現，優於非實驗班兒童；在自然科學問題上的解題表現，則兩者無顯著差異。提升兒童使用語言解釋觀念與批判辯證的討論技能，以及應用知識以泛學科領域地推理解題能力之培養，是未來教學努力之方向。

This study investigated selected sixty fifth grade students of a public elementary school how the verbal interaction in cooperative small groups affect their analogical reasoning for solving mathematics and nature science isomorphic problems. Children who had been engaged in the cooperative instruction condition performed significantly better than those in the conventional instruction condition on solving mathematics problems rather than solving nature science problems. Children who participated in the cooperative instruction condition exhibited more comprehension questions and answers, and low level explanation than those who in conventional instruction condition did. No significant differences between conditions, in critical and connection questions and answers. It' important for instructors to encourage children to use vocabulary and elaboration explanations with peers in small groups as well as to activate their learned knowledge in analogical problem solving.

問答討論; 類比推理; 問題解決

verbal interaction; analogical reasoning; problem solving