教師對於學童數學概念之知識管理整合方法－概念詮釋結構模式與分群在時間概念之分析應用

Knowledge Management of Teachers for Pupils' Mathematics Concepts Based on CAISM and Clustering

林原宏(Yuan-Horng Lin) ； 莊惠雯(Hui-Wen Chuang) ； 易正明(Jeng-Ming Yin)

《管理科學與統計決策》 6卷3期 (2009/09) Pp. 45-58

https://doi.org/10.6704/JMSSD.2009.6.3.45

摘要

教師對於學童的數學概念之知識管理是必要的，本研究提出概念詮釋結構模式(concept advanced interpretive structural modeling, CAISM)之方法，並利用模糊集群分析將學童分群，以利進行分群補救教學。研究者以國小二年級學童的時間概念之知識結構為分析內容，探討各群學童在10個時間概念的知識結構特徵。研究結果發現：1.概念詮釋結構圖提供個別化的認知診斷訊息；2.概念詮釋結構圖可供補救教學之依據；3.模糊集群的分群有助於教師進行分組補救教學。本研究之方法與結果發現，可提供教師對於學童數學概念之知識管理與整合，可作為補救教學及未來研究之建議。概

關鍵字

概念詮釋結構模式 ； 補救教學 ； 模糊集群 ； 知識管理 ； 時間概念

並列摘要

Knowledge management of teachers on pupils' mathematics concepts was essential in educational environment. The research applied concept advanced interpretive structural modeling (CAISM) and clustering method to analyze knowledge structures of pupils about time concepts. Clustering results showed characteristics of knowledge structure for each cluster so that management of remedial instruction would be feasible. The main finding of this research was that CAISM could provide individualized cognition information. Secondly, it showed that graphs of concept structures could provide information of remedial instruction. Moreover, results of clustering would help adaptive instruction more feasible. Finally, based upon the findings of this research, some recommendations for empirical study and future research were suggested.

並列關鍵字

concept advanced interpretive structure modeling ； remedial instruction ； fuzzy clustering ； knowledge management, time concepts

參考文獻

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