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

The Effectiveness Analysis Research of Learning Facilitation and Remedy for Multi-Stage Dynamic Assessment on Third Graders' Mathematics Problem Solving

許家驊(Chia-Hua Hsu) ； 邱上真(Shang-Chen Chiu) ； 張新仁(Hsin-Jen Chang)

《教育心理學報》 35卷2期 (2003/12) Pp. 141-166

https://doi.org/10.6251/BEP.20030610

摘要

本研究將自動態評量與教學流程結合的觀點，來呈現一「多階段動態評量」模式的設計，並以實徵研究結果來說明此一模式在國小學生數學解題的學習促進與補救上之效益性。本研究初始共有41位國小三年級學生參與研究，但隨著不同研究階段的需要與個體精熟程度的不同，樣本人數將漸次篩減。本研究係結合數學「二步驟四則問題」單元教學的進行，將評量的流程分為輸入（工具設計及蒐集先備能力）、處理（進行各項動態評量程序）、輸出（作整體及個別化分析）三個階段來實施。研究結果顯示除了所提供的中介協助能夠明顯有效地提昇個體在各項作業上的表現狀況之外，也發現透過多階段動態評量程序的連續使用，具有消弭個體數學學習問題的功能。據此，研究者歸納結論並提出其在教學、評量、未來研究及教育措施上的意涵與建議。

關鍵字

可能發展區間(ZPD) ； 動態評量(DA) ； 教學中介與學習促進 ； 補救教學 ； 數學問題解決(MPS)

並列摘要

The researchers intend to investigate the feasibility and effectiveness of Dynamic Assessment (DA) combined with instruction through empirical study. So, the researchers have designed the Multi-Stage Dynamic Assessment (MSDA) model that integrated DA with mathematics instruction in order to confirm the effectiveness of study on facilitating and remedying the performance of mathematics word problems for third graders. All 41 subjects took mathematical word problem tasks, and accepted intervention procedure under master-criterion screening. After that, the results indicate that the instruction intervention provided in MSDA does bootstrap the subjects' performance on each task, and can help individual to overcome the learning difficulties.

並列關鍵字

dynamic assessment (DA) ； instructional intervention and learning facilitation ； mathematics problem solving (MPS) ； remedial instruction ； zone of proximal development (ZPD)

參考文獻

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