國小三年級學生數學解題技巧學習表現協助式評量之實施效益分析研究

The Effect of Assisted Assessment on the Learning Performance of Mathematical Word Problem Solving Skills for Third Graders

許家驊(HSU, Chia-Hua)

《教育理論與實踐學刊》 36期 (2017/12) Pp. 75-108

https://doi.org/10.7038/JETP.201712_(36).0004

摘要

本研究基於能力增長觀點，整合中介互動、學習引導協助程序，配合學校解題學習內容進行國小三年級學生解題技巧學習表現協助式評量。以不同解題技巧診斷引導及解題學習策略運用為自變項，解題學習表現為依變項，並顧及先備能力，採二因子變異數實驗設計實施後，分析未達精熟學生於接受中介協助後各項表現。結果發現解題技巧診斷引導，具有良好解題學習困難診斷消除、區分分類及促進提升效益，解題技巧診斷引導及解題學習策略運用除具交互作用外，並能提升解題學習表現，且能有效預測學生接受中介協助後之各項解題學習表現，同時更發現前述表現間彼此具有整體關係。

關鍵字

動態評量 ； 解題學習 ； 學習表現 ； 學習評量

並列摘要

The purpose of this research was to explore the effects of two factor experimental designs in word problem solving (WPS) assisted assessment for third graders. The WPS skill diagnostic guidance and learning strategies were used as independent variables, different tasks and transfer performances of WPS comprised dependent variables, and we partialled out the effects of some control variables to promote the analysis accuracy. The findings are as followed - the diagnostic, prompting and classified function of skill diagnostic guidance could operate well, and the main effect and partial interaction of facilitation were found for skills diagnostic guidance with the adopted multiple-form learning strategies. In addition, the performance of WPS could be correlated with and predict performance effectively, the performances of skill diagnostic guidance could also be correlated significantly with the performance following prompting facilitation for third graders.

並列關鍵字

Dynamic Assessment ； Learning Assessment ； Learning of Word Problem Solving (WPS) ； Learning Performance

參考文獻

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