"A Curriculum for Gifted Learners - What Teachers Can Do"
派咗一大份資料..
但呢日嘅講座都係圍繞住problem solving 呢樣嘢
講者 Dr. June Maker 分享咗佢嘅成果：
http://www.web.arizona.edu/~discover/index.htm
http://www.gifted.uconn.edu/nrcgt/maker.html
“DISCOVER Problem Continuum” (Maker and Schiever, 1991)
Problem
Type Examples
Type I: The problem and the
method of solution are known to the problem presenter and the problem
solver; the presenter knows the (one) correct solution. Solving math
problems by a known algorithm or method; following a formula, in
language, music, math or science; and performing prescribed body
movements, as in dance or sports are Type I problems.
Type II: In Type II
problems, the problem is known by the presenter and the solver, but the
method of solution and solution are known only to the presenter. Type
II is close to Type I in structure, except that the problem solver does
not know the method by which to arrive at a solution. Problems such as
mathematical “story problems” requiring the solver to figure out and
apply the appropriate method to solve the problem; answering questions
about factual material; scientific “experiments” with prescribed
materials and variables; playing an instrument while sight reading the
music; and creating a scale drawing are Type II problems.
Type III: The problem is
known to the presenter and the solver, but more than one method may be
used to arrive at the correct solution, which the presenter knows.
Type III problems require a specific solution but many methods may be
used to reach this solution. Finding the “key” to mathematical, word, or
linguistic patterns; movement sequences created to meet specific
requirements; and constructions using specified materials and meeting
given criteria are Type III tasks.
Type IV: The problem is
known to the presenter and the solver, but the problem may be solved in
more than one way and the presenter knows the range of solutions.
Problems that can be solved inductively but that have an accepted range
of answers, such as geometry problems that may be solved using
manipulatives; creating as many equations as possible using three
(provided) numbers and the operations of addition and subtraction;
writing Haiku; and creating music or movement sequences within defined
parameters are examples of Type IV problems.
Type V: The problem is
known to the presenter and the solver, but the method and solution are
unknown to both. Type V problems are clearly defined, but methods and
solutions are open. Questions such as, “In what ways might you share the
results of your survey?” define Type V problems, as do constructions
using specific materials and meeting pre-set goals, (such as building a
mousetrap vehicle); creating prose or poetry; making a
self-sustainable terrarium or aquarium; writing lyrics to an existing
melody; writing a melody for existing lyrics; and finding new ways to
apply existing formulas. Future Problem Solving (FPS) is a special case
of Type V. The problem is known to the presenter and the solvers, and
the solvers are taught the CPS process to use in developing their
solution, but the solution is unknown to all.
Type VI: The problem is
unknown or undefined and the method and solution are unknown to both
presenter and solver. Type VI problems have the least structure; are
the most complex; need to be defined and, possibly, redefined; and have
numerous possible solutions. These are the problem situations we find
in real-life that can be defined in more than one way and that may need
redefining during the problem solving process. Type VI problem
situations include those such as environmental pollution; student
behavior; ethical behavior and standards; global warming; urban
problems; social issues, such as violence or declining literacy; and
international border issues. Type VI problems are not only appropriate
for gifted students, but are a critical aspect of their education.
(http://www.web.arizona.edu/~discover/problem_solving.htm)
想知道一個人識幾多嘢，可以用open question (type V) 問
多d問open question，俾機會個腦諗嘢~
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