應用二階段評量對高職學生三角函數學習成效之研究

A Research of Leaning Effects of Trigonometric on Vocational Senior High School Students:Application of the Two-Tier Diagnostic Evaluation Approach

林明正(Ming-Cheng Lin)

指導教授 ： 林俊彥

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2007年)

摘要

本研究旨在運用二階段評量提升高職學生三角函數學習成效，研究目的主要有以下幾個方面：
一、比較使用與未使用二階段評量之高職學生學習成效。
二、比較高中、高職學生學習三角函數錯誤概念。
三、分析當前高職生三角函數學習錯誤的原因。
四、依據研究結果提供高職數學教師教學建議。
為達研究目的，本研究進行步驟依序為：先以二階段評量蒐集高職二年級學生學習三角函數錯誤之類型，再依此做教學設計施教於控制組，每單元教學結束後以傳統評量方式測驗，之後檢討題目做補救教學；實驗組之教學則依傳統教學實施，每單元教學結束後以二階段評量測驗，分析錯誤概念後實施補救教學。教學實驗完成後進行成就評量，比較實驗組與控制組學習成效。最後對兩組取樣進行訪談，資料統整分析後做研究結論建議。研究結果顯示：
一、應用二階段評量之學習成效確實優於傳統評量；
二、應用二階段評量的教學活動有助於「廣義角三角函數」、「三角運算性質」、「三角函數圖形」等單元的學習成效，但「弧度概念」的學習成效未見顯著效果；
三、應用二階段評量有助於暸解高職學生三角函數各單元之常見錯誤概念與錯誤原因；
四、接受應用二階段評量教學之學生錯誤概念明顯減少。

關鍵字

高職學生 ； 二階段評量 ； 學習成效 ； 錯誤概念

並列摘要

The purpose of this thesis is to upgrade the learning effects of trigonometric of vocational senior high school students, through the use of two-tier diagnostic evaluation approach. Therefore, the main purposes of the thesis are four fold:
A.To compare the learning effects between vocational senior high school students that had been tested by two-tier diagnostic evaluation approach and that who had not.
B.To compare the types of errors made by senior high school students and vocational senior high school students when they are learning Trigonometric.
C.To find out the causes that leading to these mistakes of trigonometric of vocational senior high school students.
D.To provide teaching suggestions for teachers that teaching mathematics in vocational senior high school according to our research findings from two-tier diagnostic evaluation.
To achieve the purposes of our research, the ongoing procedures includes: collecting the types of error of class two vocational senior high school students that are learning Trigonometric by applying two-tier evaluation, redesign the teaching program according to the research reports and apply them on the controlled group. After each chapter, students were tested by traditional evaluation procedure, and both review and redeem after the test. As to the other group, the experiment one, was based on traditional teaching procedures. After each chapter, students were tested by two-tier evaluation procedure, and both review the types of errors and redeem teaching program after the test. Furthermore, we apply for achievement evaluation test after the experiment of teaching programs, comparing the learning effects between the experiment group and the controlled group. Finally, we apply for interview with the two groups, further making suggestions and conclusions. The results of our research showed:
A.The learning effects of the group that applied two-tier Trigonometric evaluation approach did superior to the group applied traditional evaluation approach.
B.The results showed that the teaching program redesigned according to the performance of two-tier diagnostic evaluation did have significant incremental learning effects in the sections of “broaden defined Trigonometric” ; ”the essentials of Trigonometric calculation”; and ”the diagram of Trigonometric” etc., but insignificant in the section of “the concepts of Radian.”
C.The use of two-tier Trigonometric did helps a lots in finding out the types and causes of errors that vocational senior high school students often made when learning Trigonometric.
D.Students that had been tested by two-tier diagnostic evaluation approach showed significantly decreased mis-conceptions.

並列關鍵字

Vocational Senior High School Student ； Two-Tier DiagnosticEvaluation ； Learning Effects；Types of Error

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