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題 名 | 電腦建構分數概念學習之動態評量提示系統及成效分析=Diagnostic and Remedial Instruction for Fifth-grader's Fraction Concepts |
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作 者 | 林彥宏; 謝哲仁; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 29 2002.12[民91.12] |
頁 次 | 頁103-130 |
分類號 | 310.3 |
關鍵詞 | 分數學習; 動態評量; Fraction learning; Dynamic assessment; |
語 文 | 中文(Chinese) |
中文摘要 | 而本研究是運用Excel試算表應用軟體其鏈結及繪製圖表等功能發展一份分數概念診斷測驗,包括等分、指認單位量及分數運算等分數概念之動態評量提示系統,學生可以利用此系統進一步區辨出學生在分概念之差異,並針對概念較不足學生,讓學生透過視窗中呈現的圖表及符號連結,協助其獲得正確的概念。根據研究結果顯示: 一、實驗組接受動態評量提示系統介入後,在分數概念測驗上的後測成績優於前測。 二、實驗組接受機評量提示系統介入後,在皆概念測驗上的後測成績優於控制組。 三、動態評量能有效區辨出不同程受試者。 四、以Excel試算表應用軟體所發的動態評量提示系統,對分數概念提升有良好的助益。 綜合言之,本研究不僅支持動態評量在學科領域的區及協助效益,研究者希冀本動態評量系統能對數學概念的診斷與補救,能提供另一層新的思維。 |
英文摘要 | The purposes of this study are: (1) to develop the elementary school dynamic fraction concepts assessment (DFCA) (2) to apply the dynamic fraction concepts assessment to mathemtics diagnostic and remedial instruction. The research subjects are selected from the fifth graders of an elementary school in the Tainan country, via a fraction concept paper-and-pencil test, to select subjects who are identified as lower level achievers. In order to test the discriminative validity of DFCA, according to the scores of fraction concept, test, students were stratified into high-score, medium-score and low-score accept DFCA. The major results was summarized the followings: 1.The DFCA could effectively differentiate the differences both on learning ability and transfer ability among various achieving levels of subjects. 2.The DFCA had better performance on differentiation for individual differences than the static assessment had . 3.The gainers' fraction concepts had been transformed gradually by the graduated prompting system of DFCA. |
本系統中英文摘要資訊取自各篇刊載內容。