政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/97896
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113648/144635 (79%)
Visitors : 51574752      Online Users : 899
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/97896


    Title: 多階段動態評量在現行國小課程數學文字題單元教學中之應用效益探析
    Other Titles: The Effectiveness Research of Applying Multi-Stage Dynamic Assessment to Mathematics Problem Solving Teaching for First Graders on Present Curriculum
    Authors: 許家驊
    Keywords: 動態評量 ; 可能發展區間 ; 補救教學 ; 數學問題解決 ; 鷹架教學中介
    Zone of proximal development ; ZPD ; Dynamic assessment ; DA ;Remedial instruction ; Mathematics problem solving ; MPS ; Intervention of scaffolding instruction
    Date: 2004-12
    Issue Date: 2016-06-13 11:19:50 (UTC+8)
    Abstract: 本研究以許家驊發展之多階段動態評量模式為基礎，結合國小一年級單步驟加減法數學文字題單元教學的實施來進行教學評量，藉以瞭解個體的學習轉變，並說明該模式之教學應用效益。篩選後正式對象共24人，採不同處理組實驗配對設計，處理組接受中介評量程序，而參照組則給予自我練習機會。結果發現處理組的解題獲益及遷移表現顯著優於參照組，且效果值與關聯強度達大幅度水準，其中遷移表現組間變異約有9%來自於後測影響。處理組內標準群表現優於連續群，連續群非標準化中介表現又較標準化中介表現為佳，兩群透過組合指標的運用可區分出群內個體間的學習潛力。再藉由不同中介階段解題組型的診斷分析，針對個體找出相對應之各項問題，並提出處方建議。
    The researcher wants to investigate the feasibility and effectiveness of Multi-Stage Dynamic Assessment (MSDA) model be applied to mathematics problem solving teaching for first graders on present curriculum. It has taken the between paired grouping experimental design to proceed study. The screened sample is 24 by pre-testing, and paired 12 to each group. One group is mediated by multi session dynamic assessment, the other take self-practice. Then two groups accept post and transfer testing. Next the data are analyzed by adequate statistical methods. The simple gain scores and transfer testing performance of treatment group are better than counterpart significantly, and transfer performance is also affected by post-testing. The effectiveness of cumulative facilitation, potential discrimination, deficiency diagnosis and prescription for multi session dynamic assessment are found in treatment group.
    Relation: 教育與心理研究, 27(4),721-749
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[Journal of Education ＆ Psychology] Journal Articles

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML2456View/Open
    index.html0KbHTML2474View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback