國小五年級學童分數概念之實作評量與SS分析

Performance Assessment of Fraction Concepts and Its Analysis by Using Semantic Structure Method for 5th Grade Stundents

王秀琲(Show-Bei Wang) ； 胡豐榮(Feng-Rung Hu) ； 許天維(Tian-Wei Sheu)

《測驗統計年刊》 12期_上 (2004/06) Pp. 101-140

摘要

本研究旨在探討國小五年級學童分數概念之實作評量與SS分析，故天空以發展一份數學科分數概念之實作評量試題，以有效評量學生的溝通、思考與解題之能力。
本研究以囅化縣一所國小五年級學童為對象，隨機抽一班，共35位。以研究者自編的「分數概念實作評量」與「分數概念紅筆測驗」為研究工具，並以SPSS套裝軟體及SS分析法進行資料分析。
本研究主要的結果如下：
一、本研究實作評量具有良好的信、效度。
二、本研究實作評量具有良好的評分規準和評分者信度。
三、實作評量能實際測出學童的分數概念，在分割活動上，連續量比離散量好；在表徵轉換上，以具體操作轉換符號為佳，而以圖形轉換符號模式較不理想；另外，分割策略會因情境的不同，而使用較為簡便的方式來解題。
四、從實作評量中，學童能展現自行所建構的解題策略，故所獲得的訊息比約筆測驗多。
五、以SS分析法來分析實作評量之試題時，呈現出等分和連續量的分割活動是學童最易理解的概念，而離散量分割、等值及單位量則是學童最難理解的概念。

關鍵字

實作評量 ； 分數概念 ； SS分析法

並列摘要

In this study, we developed a performance assessment of fraction concepts learned by the 5th grade students. Moreover, we analyzed this performance assessment by using semantic structure method. For our sample, we took 35 grade 5th students randomly selected from a class of an elemtary school in Changhua country.
We found the following results.
1. The performance assessment of the research has very good generalizability and validity.
2. The performance assessment of the research has good marking standard and high generalizability on marker.
3. Performance assessment can actually test the fraction concept of students. Over the comparison of partitioning activities, continuous contexts are better than discrete contexts. Over the comparison conversion, the model of concrete operation conversion symbols is better, and the model of figure conversion symbols is not ideal. Due to the difference of various situations, the simpler and easier partitioning strategies are used to solve problems.
4. According to the performance assessment, the students can develop the problem-solving strategies of their own, from which more information is achieved than from the written test.
5. After using SS analysis to analyze the questions of performance assessment paper, we can understand from the correlation structural figure of questions that the partitioning activities of equivalence fraction and continuities are the concepts that can becomprehended by students most easily. And discrete partitioning, equivalence and units are the concepts being the most difficult once to the students. Lastly, base on the research results, the research makes conclusions and suggestions.

並列關鍵字

performance assessment ； fraction concept ； semantic structure analysis

參考文獻

吳明隆(1998)。教室作爲評量環境的內涵與其評量新趨勢。研習資訊。15(4)，62-77。

吳清山、林天佑(1997)。實作評量。教育資料與研究。15，68。

呂玉琴(1991)。分數概念：文獻探討。台北師院學報。4，573-606。

呂玉琴(1991)。國小學生的分數概念：1/2 vs 2/4。國民教育。31，10-15。

呂玉琴(1991)。影響分數二分之一概念的因素：個案分析。國民教育。31，16-21。