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題 名 | 資優兒童問題解決能力實作評量之建構研究=Measuring the Gifted Children's Problem-Solving Abilities: A Model of Performance Assessment |
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作 者 | 呂金燮; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 19 2000.09[民89.09] |
頁 次 | 頁279-308 |
分類號 | 529.61 |
關鍵詞 | 資優兒童; 問題解決能力; 實作評量; 認知複雜度; Gifted children; Problem-solving abilities; Performance assessment; Cognitive complexity; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的主要目的在配合國小資優兒童鑑定的觀察期,建構以語文及數學領域為主的問題解決能力實作評量活動,觀察兒童解題歷程的認知複雜度類型。再以絕對和專家模式的方式,依據兒童的實際反應建立明確具體的觀察指標與評分系統。評量活動依結構度的特性分為結構清楚、弱結構與無結構等三類。研究對象為臺北市興隆國小以及臺北縣秀朗、中和和埔墘國小等四所設有資源式資優班學校的二年級與三年級的普通與資優兒童,共五十七位。主要研究結果有:(一)評量活動難度偏高,但能區辨解題能力之質的差異;(二)兒童於解題過程中表現出解題歷程的多元性,並呈現專家與生手的特質差異;(三)表現指標的層次分明,利於明確評分表的建立;(四)基於領域與專家生手的特質,評量活動的結構度對表現結果的影響不一。對研究結果的應用建議:(一)資優兒童的思考特質適合實作評量,但須有專業訓練的教師配合觀察與評分,方能發揮鑑定的功能;(二)當題目難度偏高時,兒童對題目情緒反應與堅持度成為解題的另一個關鍵;(三)以實作評量表現結果作為資優兒童鑑定依據,仍有待題庫的建立,方能作為大量施測的鑑定依據。 |
英文摘要 | The purpose of this study was to construct a model of performance assessment for measuring gifted children's problem-solving abilities. Through solving three kinds of performance assessment activities (well, ill and un-structured), children's problem-solving processes were observed and analyzed. Based on the absolute and expert models, children's performances on these activities were analyzed and categorized into different levels for constructing the specific scoring rubric and observing indicators. The data were collected from 57 gifted and no-gifted children enrolled in four elementary schools with pull-out gifted programs in November-December, 1998. The results demonstrated four main characteristics of the performance assessment model: (1)Though the difficulty level of the performance assessment was higher than expected, it was able to detect the discrepancy between the intuitive and organized solutions; (2)Children's problem-solving processes were very diversity and multiple. The discrepancies of the performances between expert and novice children were detected; (3)The children's responses were able to be ordered into vary levels of the indicators of problem-solving abilities based on the generic scoring rubrics; (4)The influences of the activity structure were varied based on the characteristics of academic areas and children's problem-solving abilities. Based on these results, three suggestions for implementation were proposed: (1)The results of performance assessment is appropriate to use as an identification indicator of gifted children with well-trained teacher for observing and scaling. (2)Children's attitude and commitment become the other keys factor for observing and scaling. (2)Children's attitude and commitment become the other keys factor for good performance on performance assessment when the difficulty level of the assessment activity in high. (3)For large-scale assessment, the activity pool is need for valid use of the performance assessment as an indicator of the identification of gifted children. |
本系統中英文摘要資訊取自各篇刊載內容。