- 學位論文
應用於課後輔導之診斷測驗與補救教學研究─以一元一次方程式單元為例
A Study of Applying Diagnostic Testing and Remedial Instruction to After-school Tutoring: a Case Study of the One-variable Linear Equations Unit
摘要
如何幫助在正規學校教育下的低成就學生，在時間以及資源皆有限的課後輔導下，破除迷思概念，是一個重要的問題。因此，本研究設計了診斷測驗教材及步驟，來測知低成就學生的迷思概念；並採用適性化的補救教學方式，做為個案基本能力的補強。本研究探討的問題如下： 一、依據本研究設計的診斷測驗教材及步驟，是否能確認低成就學生的迷思概念？ 二、針對個案的迷思概念，本研究採用的補救教學方式是否能提升個案的學習成效？ 本研究採用個案研究法，並設計了五種快速做出診斷測驗的策略。搭配適當的題型下，非專業教學背景的志工，依照本研究提出的診斷策略運用規則逐步施測，可以得知學生的迷思概念。而後續的補救教學，又有八種不同的教學方法，供志工參考。在配合學生的特質，與採取適當的策略下，縱然每位學生的學習風格不同，經由志工多方嘗試與教學過程中的導正，能引導學生到正確的概念上，協助解決學生的問題。 研究結果發現：個案釐清了迷思概念，在後測試卷與診斷測驗試卷的作答結果比較，答對率平均約略可以提高20%以上 。透過訪談的內容也顯示：補救教學的方法並不唯一，只要方法適當，能夠達到學生提高學習興趣的目標與認知概念提昇的成效。 因此，在時間有限的課後補救教學活動中，妥善地編製診斷測驗試題，並選擇具備代表性的試題作為測驗題目，可以大略地掌握學生的程度；進而進行後續的補救教學。針對學生的迷思概念，從事適當的補救教學活動，有助於學生於該單元其他主題的學習。
並列摘要
The main purpose of the study is to help underachievers learn efficiently in after-school tutoring. Therefore, a novel approach is proposed to diagnose students’ misconceptions. Tutors also use adaptive remedial instruction to strengthen subjects’ ability about solving mathematical questions. The major problems of this study are described as follows: 1. Can underachievers’ misconceptions be identified by using the proposed diagnostic method? 2. Can the learning performance be promoted by using the proposed remedial instruction? The methodology of case studies is adopted in this work. We design five types of easy and convenient diagnostic strategies. At first, volunteer tutors use diagnostic strategies to find out students’ misconceptions simply, and then adopt adaptive remedial instruction to teach students. There are eight types of instructional methods. It depends on students’ learning traits for tutors to choose instructional methods. We analyze the results of the experiments and interview records. Comparing the result of the posttest with the diagnostic test, it is found that the subjects raise the correctness ratio over twenty percent. The remedial instruction is adaptive. When teachers adopt proper methods, students would take interest in mathematics learning. The main findings of this study are as follows: Teachers could grasp students’ situation in limited time if they arrange diagnostic tests properly and choose representative questions as diagnostic tests. Students would learn better after teachers identify their misconceptions and teach them adaptively.