摘要
本文旨在根據林原宏（民88）所提出的「模糊潛在知識空間模式」，分析國小高年級學生的除法概念，藉以闡述「模糊潛在知識空間模式」的特性，以及有關待研究的相關主題。根據實例分析可知，「模糊潛在知識空間模式」除了保有一般知識空間模式的特色和意義之外，亦改進了Yamamoto（1987）、Tatsuoka（1995）模式的缺失，並擴展山下、勝又、津田（1994）的方法和模式。而「模糊潛在知識空間模式」的特色包括：（1）呈現受試者對知識狀態類別的隸屬度（membership）；（2）以試題近似三值圖（approximate ternary graph）呈現知識空間中類別之間的試題發展關係；（3）以試題分割樹形圖（partition tree graph）呈現各類別內試題的類似結構（similarity structure）；（4）呈現知識空間中每個類別的典型反應組型（ideal response pattern）、能力值和精熟距離（distance of master）；（5）試題可採二元、多元或混合計分；（6）試題不須有局部獨立性（local independence）之假設。根據實例分析的探討，本研究提出結論和建議。同時，對於「模糊潛在知識空間模式」，亦提出有待發展與改進的相關主題。
關鍵字
無資料並列摘要
The purpose of this study is to analyze the concepts of primary school students about division. By the method of ”fuzzy latent knowledge space, FLKS”, which was raise by Lin (1999), we can realize the characteristics of these concepts and discuss some related topics.According to the real data analysis, it shows that FLKS model could reveal the knowledge structure of each examinee. Besides, this model also improves some defaults of others, such as these models developed by Yamamoto (1987) and Tatsuoka (1995). Namely, the characteristics of FLKS are as follows: (1) giving membership to each class for examinees; (2) showing the relationship of items by approximate ternary graph; (3) presenting the similarity structure of items within one class; (4) revealing the deal response pattern, ability and distance of master for each class; (5) permitting the mixed scoring of items; (6) casting away the assumption of local independence.Based up the findings of this study, some conclusions are discussed. Moreover, foe the reasons stated, some suggestions about further research are also raised.