數學學習成就之性別差異研究－以九年一貫課程七年級數學綱要為例

A Study of the Gender Difference on the Mathematical Achievement: Based on the Seventh Grade Guidelines of the Grade 1-9 Curriculum

黃國清(Guo-Chin Huang)

《中等教育》 59卷4期 (2008/12) Pp. 40-56

摘要

本研究是根據教育部頒定的2005年九年一貫數學領域課程正式綱要，藉由紙筆測驗探討不同性別學生在數學學習成就上表現的差異。本研究以臺南市所有公私立國中七年級的學生為研究對象，每校取各年級的第二個班級為樣本，有效樣本共有870人，以試題反應理論三參數模式估計每位受試者能力值。研究結果發現：1.女生的整體數學成就表現顯然高於男生。2.女生在「代數」及「數與量」兩種課程內容的成就表現皆顯著高於男生。3.針對DIF現象進一步分析題型及認知層次。最後依據本研究結果，提出相關之建議。

關鍵字

九年一貫課程 ； 性別差異 ； 試題反應理論 ； 試題區別功能

並列摘要

The purposes of this study were to explore the gender differences in performance of mathematics achievement based on the National Curriculum 2005 (the Grade 1-9 Curriculum). The population of the study consisted of all the seventh graders in Tainan City on Taiwan. The results of this study were: 1. the performance due to gender were significantly different, and the female exceeded the male. 2. both of the performances in the ”algebra” and ”number” due to gender were significantly different, and the female exceeded the male. 3. DIF was present between the groups of gender. Finally, according to the results and findings of this study, there are some suggestions for the practical use and future research.

並列關鍵字

DIF ； Gender difference ； the Grade 1-9 Curriculum ； IRT

參考文獻

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