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題 名 | 動態評量在促進類比推理能力的學習與遷移歷程之研究=The Application of Dynamic Assessment in Studying the Learning and Transfer Process for Promotion of Analogy Reasoning Ability |
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作 者 | 江淑卿; | 書刊名 | 國立屏東科技大學學報 |
卷 期 | 7:4 1998.12[民87.12] |
頁 次 | 頁327-334 |
分類號 | 521.12 |
關鍵詞 | 類比推理能力; 動態評量; 漸近教學支持評量; 成份訓練; Analogy reasoning ability; Dynamic assessment; Graduated prompting assessment; Componential training; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究採用Campione 和Brown 的漸進教學支持評量模式,並結合 Sternberg 的成份訓練,目的在探討動態評量對促進兒童類比推理能力的效果,並分析其在學習與遷移 歷程之個別差異。本研究以 90 位國小五年級學生為受試,根據其在「瑞文氏圖形推理測驗 」得分,區分為低、中、高三種認知能力學生,再隨機分派至實驗組和控制組。以「前測 - 學習階段 - 遷移階段 - 後測」的程序進行實驗。實驗組接受類比推理教學和漸近教學支 持評量。控制組接受傳統教學和評量。在前、後測進行「羅斯認知能力測驗 -- 語文類推分 測驗」與「國小資優生鑑定測驗 -- 非語文類推分測驗」之施測。研究資料以二因子混合設 計變異數分析驗證假設。研究發現:(1) 接受動態評量後的兒童,其類比推理能力有顯著的 增進,且高於接受傳統教學與評量後的兒童。支持了動態評量對促進兒童的類比推理能力之 效果。 (2) 在動態評量中,低、中能力兒童,在學習與近遷移階段,所需的教學支持量, 皆分別多於高能力兒童,在遠遷移階段,不同能力的兒童,所需的教學支持量則沒有差異。 顯示動態評量對中、低認知能力兒童有正向的助益。本研究結果可提供未來智能與思考的評量 與教學之參考。 |
英文摘要 | This study was based on Campione and Brown's theory of graduated prompting assessment and Sternberg's concept of componential training. The purposes of this study were to explore the effect of dynamic assessment on promoting students' analogy reasoning ability and to analyze individual differences in the learning and transfer processes. Based on SPM, 90 fifth-graders were categorized into low, middle and high cognitive ability groups. Furthermore, each group was randomly assigned into dynamic assessment group and control group. The procedure of pretest-learn-transfer-posttest was used. The dynamic assessment group received analogy reasoning instructions and graduated prompting assessment. The control group received general instructions and evaluation. The instruments used in this study included Ross Test of High Cognitive Processes and Screening Assessment for Gifted Elementary Students. The data were analyzed by two-way mixed design analysis of variance. The major findings were summerized as following:(1) After receiving dynamic assessment, analogy reasoning ability of the dynamic group was higher than that of the control group.(2) During both of learning and near transfer stages, the children with low or middle ability needed more prompts than the children with high ability. During far transfer stage, there were no statistically significant differences in prompts among three ability groups. |
本系統中英文摘要資訊取自各篇刊載內容。