以實作評量方式探討引導發現式教學模式之學習成效－以「聲音」概念為例

本研究主要目的在探討實作評量和紙筆測驗此兩種不同評量方式對國中八年級聲音概念引導發現式教學成效之影響。本研究主要採準實驗研究法，針對三個實驗－控制組別，六個班，總人數203位的八年級學生，以質性、量化資料收集與分析方法並行的方式，探討引導發現式教學和傳統講述式教學，於不同評量情境下，對學生概念學習成效之影響之差異和成因。研究結果顯示，紙筆測驗不易測得學生真正的理解和能力，因此以聲音概念紙筆測驗作為評量工具時，無法顯現出引導發現式教學和傳統講述式教學兩者之間概念教學成效之差異；相反的，實作評量比紙筆測驗更能表現出學生真實的學習成效，因此若以聲音概念實作評量作為評量工具時，則可顯示引導發現式教學在概念學習成效上優於傳統講述式教學。此外，本研究根據研究結果亦衍申出「教學形式和評量形式應相互搭配」此一重要結論。

關鍵字

引導發現式教學；紙筆測驗；實作評量；聲音概念

並列摘要

The purpose of this study mainly aimed to design guided discovery teaching activities and explore their effectiveness on the sound wave concept by performance assessment. A quasi-experimental method was employed in this study to explore the effectiveness of different teaching styles-guided discovery teaching and the traditional lecture teaching-on the sound wave concept by using different assessment formats-performance assessment and the paper-pencil test. Through both quantitative and qualitative data analyses, it was firstly found that compared with the traditional lecture teaching, guided discovery teaching did not provide better concept learning achievements in the paper-pencil test because of the failure of the paper-pencil test to probe the real understanding and abilities of students. Secondly, it was found that compared with the traditional lecture teaching, guided discovery teaching provided better concept learning achievements in performance assessment, which meant that performance assessment had better effects on probing students' concept learning than the paper-pencil test. Thirdly, based on the results mentioned above, this study also revealed the crucial conclusion of aligning the assessment format with the teaching style.