以漸進提示法為基礎之國小數學科電腦化動態評量

Elementary School Mathematical Computerized Dynamic Assessment Based on The Graduate Prompting Method

彭彥翔(PENG YEN-HSIANG)

指導教授 ： 劉湘川

亞洲大學/資訊學院/資訊工程學系碩士班/碩士(2006年)

摘要

本研究目的旨在發展一套以漸進提示法為基礎，適合國小學生之數學科電腦化動態評量系統，除了探討系統的可行性外，並分析不同的提示方式，在施測時間與學生學習成效上的差異。
本研究以苗栗縣國小五年級三個班級共八十九名學生為研究對象，進行二組實驗設計。實驗一探討電腦化動態評量的學習成效，採單組前後測設計；實驗二則比較直接的電腦動畫補救教學與漸進提示的電腦化動態評量，兩者在施測時間以及學習成效上的差異，採不相等控制組前後測設計，研究的結果如下：
一、實驗結果顯示，學生在測驗的過程中，有63％的情況使用到了動態評量的協助，而算出了正確的答案。
二、電腦化動態評量提供學生協助的內容：語音提示功能占了38％、關鍵字詞提示功能占了29％、平行題提示功能占了19％、運算步驟提示功能占了14％。
三、電腦化動態評量可以顯著提昇學生在「整數四則」單元的學習成效。
四、直接的電腦動畫補救教學與漸進提示的電腦化動態評量方式皆能顯著提昇學生在「整數四則」單元的學習成效，但後者提昇的程度明顯優於前者。
五、以學生完成系統操作的平均時間來看，直接的電腦動畫補救教學花了33.34分鐘，漸進提示的電腦化動態評量花了57.23分鐘，兩者相差了23.92分鐘。
六、接受過電腦化動態評量的學生，對電腦化動態評量普遍抱持著認同的態度。

關鍵字

動態評量 ； 漸進提示法 ； 電腦化動態評量 ； 整數四則

並列摘要

ABSTRACT
The main purpose of this study is to develop a mathematical computerized dynamic assessment system based on the progressive prompting method and suitable for elementary school students. In this thesis, we discussed the feasibility of this system and analyzed the difference between the time on testing and students’ learning effect by using different prompting methods.
The sample of this study was 89 fifth-grade students in three classes drawn from an elementary school in Miaoli County. Two sets of experiments were carried out in this work. Experiment 1 is designed to investigate the effect of computerized dynamic assessment with single pre-pro test design. Experiment 2 is designed to compare the difference between the time on testing and the effect on student learning by using direct computer animation remedial instruction and graduate prompting computerized dynamic assessment with pre-pro test nonequivalent-control-group design. The major results of this study were as follows:
1. The experimental results indicated that during the assessment, computerized dynamic assessment providing 63% helping effect that assisted students correct
problem solving.
2. The percentages of help provided by computerized dynamic assessment were as follow: (1) Oral hints 38%; (2) Key-word hints 29%; (3) Parallel problem hints
19 %; (4) Operation-steps hints14%.
3. The computerized dynamic assessment could increase the effect of students’learning of “Integer four functions” significantly.
4. Both direct computer animation remedial instruction and graduate prompting computerized dynamic assessment could increase the effect of students’ learning of “Integer four functions” significantly. But the latter got greater improvement than the former.
5. Considering the average time of students to complete the system operation, the direct computer animation remedial instruction took 33.94-minutes, and the graduate prompting computerized dynamic assessment took 57.23-minutes. Both them had disparity by 23.92-minutes.
6. Most students held positive attitudes toward the computerized dynamic assessment after computerized dynamic assessments.

並列關鍵字

dynamic assessment ； graduate prompting method ； computerized dynamic assessment ； integer four functions

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