歷程檔案評量在數學領域教學中的實踐與省思

本研究嘗試以行動研究的方式，進行為期一學期的教學研究，探討歷程檔案評量在數學領域教學中的實踐情形。歷程檔案評量於數學領域教學中的實踐歷程從確定教學者的教學需求、訂定行動研究策略，到歷程檔案評量的內容融入教學，過程中，不斷地反省、修正，是達成教學需求的重要因素。研究結果發現：歷程檔案評量真實呈現學生的學習歷程，有助於學生數學溝通能力的進步，呈現學生多元化的想法，同時對學生數學學習行為亦有顯著的影響。此外，學生與家長則認為，實施歷程檔案評量能夠幫助學生在省思的過程中督促自我的學習，並且增加親師生之間的互動及溝通。在歷程檔案評量對教師改進教學歷程的利弊得失方面，研究者認為歷程檔案評量能夠幫助教師瞭解學生的個別特質，並做進一步的教學反省及改進。而影響歷程檔案評量的成敗因素則是錯綜複雜，除了教師、學生、家長的因素外，還有外在環境的因素，都能影響歷程檔案評量的好壞。

關鍵字

歷程檔案評量；數學教學；行動研究

並列摘要

This research aimed at evaluating the practice as well as the retrospective viewpoints on applying process portfolio assessment to the elementary mathematics-teaching field. Process portfolio assessment needed to confirm on the instructor's need first, set up the action research strategy, then integrated the content of assessment into the teaching process. We found that process portfolio assessment helped to improve mathematical communication ability and to unveil multidimensional thought. Accordingly, it had great influence on students' learning behavior in acquiring mathematics. Both of students and their parent believed that they benefit from this type of assessment due to its alternative way of stimulating learning interest as well as enhancing the interaction amongst a teacher, students and parents. We regarded process portfolio assessment as an efficient tool to assist a teacher in realizing his/her students' individual difference. By adjusting the instructional method, he/her could also make a further introspection and improvement. Complicate factors vary from facilitating to failing the assessment.