| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 97 === The aim of this study is to investigate the changes in problem-solving abilities and learning attitudes of two elementary second graders after integrating picture books into problem-posing instruction and administering tests on addition and subtraction word problems. The case study approach was adopted; where two second graders, having difficulty in comprehending addition and subtraction word problems, were selected from the researcher’s class. Both students were given addition and subtraction word problems problem-solving pretests and were interviewed afterwards to further analyze their problem-solving abilities and attitudes so as to refer to remedial instruction. After instructional activities came to an end, addition and subtraction word problems problem-solving posttests were then given. Students were interviewed to explore the changes in problem-solving abilities and learning attitudes. Data were collected by observations, interviews and collections of related documents (including two cases’ addition and subtraction word problems pretest and posttest, problem-solving worksheets, problem-posing worksheets, learning diaries, researcher’s teaching introspection record table, audio-taping, video-taping, etc.). The changes in cases’ problem-solving abilities and learning attitudes were analyzed and the findings indicated were four. First, picture books create problem-solving context that can raise cases’ learning motives. Second, with problem-posing process of all types of addition and subtraction word problems and practice, problem-solving abilities of the cases were improved in four dimensions (Being able to locate unknown in problem targets and the known conditions from word problems; being able to select appropriate schematic drawing and to identify its relationship with the problem; being able to set up equations; and, being able to examine whether answers were reasonable.). Third, the remedial instructions designed were able to raise cases’ level of confidence in problem-solving. Fourth, implementing remedial instruction by integrating picture books into problem-posing instruction enables not only transforming one case’s passive learning attitudes to positive but also maintaining the other case’s original positive attitudes.
The above four results indicated that implementing addition and subtraction word problems remedial instruction to two second graders by integrating picture books into problem-posing instruction helped to improve children’s problem-solving abilities and learning attitudes. Implications on research and practice were also given.
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