不同策略教學及鷹架中介設計對個體數學文字題解題學習潛能開展效益影響之動態評量研究

The Effects of Strategy Instruction and Scaffolding Mediation in Dynamic Assessment for Facilitating First Graders' Learning Potential on Mathematical Problem Solving

許家驊(Chia-Hua Hsu)

《教育心理學報》 39卷4期 (2008/06) Pp. 513-532

https://doi.org/10.6251/BEP.20070926

摘要

本研究旨在探討不同策略教學（認知解題與整合解題）及鷹架中介（漸進提示、解題歷程教學與連續中介）動態評量設計對未曾學過二步驟加減法解題個體之潛能開展效益影響，採二因子2×3變異數實驗設計外加參照組進行，實驗細格施予不同處理組合，參照組給予自我練習。結果發現不論在二步驟解題立即獲益、延宕獲益及三步驟解題（遷移）表現上，兩個因子間雖無整體交互作用，然除策略教學之遷移表現外，均各具主要效果，整合解題顯著優於認知解題，連續中介顯著優於漸進提示及解題歷程教學，後二者間無顯著差異，各組均顯著優於參照組並具大幅效果值及關聯強度。故採檢核教導融入認知解題整合策略或連續中介，其效益優於認知解題或其他中介形式。

關鍵字

可能發展區間ZPD ； 動態評量 ； 解題策略教學 ； 學習潛能開展 ； 鷹架教學中介

並列摘要

This study examined the effects of strategy instruction and scaffolding mediation in dynamic assessment through a two-way ANOVA (2×3) factorial experimental design. In addition, a contingent control group was used to clarify the effects of each group more precisely. Overall, the results indicate significant main effects of the factorial design without interaction effects, and such findings were the same in all analyzed scores except for the transfer performances of strategy instruction. Furthermore, the effects of integrated-form were better than the effects of cognitive-form in strategy instruction. The effects of continuum of assessment model were better than the others, but there were no differences between graduated prompting hierarchy and process-oriented instruction. The performances of all treatment groups were better than the contingent control group. Finally, there were large effect size and strength of association in almost all analyses.

並列關鍵字

dynamic assessment DA ； learning potential facilitation ； mediation of scaffolding instruction ； strategy instruction of mathematical problem solving MPS ； zone of proximal development ZPD

參考文獻

許家驊(2005)。鷹架個體數學解題與遷移學習潛能延展性之動態評量研究。教育心理學報。36(4)，311-333。

許家驊(2005)。開展個體數學解題檢核能力之動態評量研究。教育心理學報。36(3)，287-309。

許家驊、邱上真、張新仁(2003)。多階段動態評量對國小學生數學學習促進與補救效益之分析研究。教育心理學報。35(2)，141-166。

江淑卿(2001)。兒童類比推理能力的學習潛能評估研究。教育心理學報。33(1)，47-64。

Budoff, M.,C. S. Lidz (Ed.)(1987).Dynamic assessment: An interactional approach to evaluating learning potential.New York:The Guilford Press.