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題 名 | 國小資源班數學科解決問題課程本位評量應用之研究=A Study of Mathematical Problem Solving Curriculum-Based Assessment in the Resource Room of Elementary School |
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作 者 | 王慧豐; 陸正威; | 書刊名 | 東臺灣特殊教育學報 |
卷 期 | 3 2001.11[民90.11] |
頁 次 | 頁261-291 |
分類號 | 523.32 |
關鍵詞 | 國小資源班; 數學解決問題; 課程本位評量; 數學焦慮; Resource room in elementary school; Performance of mathematical problem solving; Curriculum-based assessment; Anxiety in mathematics; |
語 文 | 中文(Chinese) |
中文摘要 | 「課程本位評量」是種整合課程、教學與測驗的教學評量模式,屬於非標準化測驗的一種。其特色在於教師在教學過程中、根據實際課程內容所希望達成的形成性目標,經常性採取一些內容簡短、施測便捷的測驗,作為告之學生學習是否精熟,以及教師改進下一階段教材教法和補救教學的依據。 本研究旨在探討「課程本位評量」於國小資源班教學中,是否有助於提昇學童的數學解決問題能及降低其數學焦慮。本研究以台北縣永和國小資源班高年級的四位學童作為研究對象,以單一受試者實驗設計進行為期兩個月的教學。研究結果顯示: 一、國小資源班於數學科解決問題教學時應用「課程本位評量」,有助於提昇學童數學解決問題的能力。 三、 國小資源班於數學科解決問題教約時應用「課程本位評量」,有助於降低學童的數學焦慮。 依此研究結果,本研究進一步探討國小資源班應用「課程本評量」對學數學解決問題能及數學焦慮的影響。並對國小教學以後續研究,提出建議。 |
英文摘要 | This main purpose of this study was to investigate the effects of curriculum-based assessment on promoting resource-room students’ performance and decreasing their anxiety in mathermatical problem solving. The subjects in this study were 4 resource-room students of Yong-Ho elementary school in Taipei County. Four students were treated by curriculum-based assessment for two months. The results were summarized as follows: 1. The CBA could promoting subjects’ mathermatical problem solving performance. 2. The CBA could effectively decrease students’ anxiety in mathematics. Based on the results of this study, the effects of curriculum-based assessment on resource-room students’ performance and anxiety of mathermatical problem solving were explored, and implications for teaching and further research were addressed. |
本系統中英文摘要資訊取自各篇刊載內容。