English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 109951/140887 (78%)
Visitors : 46272759      Online Users : 1320
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/140.119/98193


    Title: 應用多階段動態評量發展國小數學文字題解題補救教學模式之效益分析研究
    Other Titles: The Effectiveness Research of Applying Multi-Stage Dynamic Assessment to Develop Alternative Remedial Instruction Model for Multi-Steps Word Problem Solving 
    Authors: 許家驊
    Keywords: 動態評量 ; 補救教學 ; 數學問題解決 ; 鷹架教學中介 ; 可能發展區間
    Dynamic assessment ; DA ; Remedial instruction ; Mathematical problem solving ; MPS ; Intervention of scaffolding instruction ; Zone of proximal development ; ZPD
    Date: 2006-12
    Issue Date: 2016-06-21 17:08:19 (UTC+8)
    Abstract: 本研究以多階段動態評量為基礎結合教學流程來發展國小二歩驟解題補救教學模式，並探討其教學現場運作效益。篩選後正式對象共42人，採不同處理組間實驗設計，動態評量組接受漸進提示與解題歷程導向補救教學之連續中介，直接教學組接受解題歷程導向補救教學；參照組則給予自我練習。結果發現，藉由中介階段解題表現區分及組型分析，動態評量不僅能支援補救教學所需之試探篩選、診斷處方功能，且可針對個體學習弱處進行後續補救教學中介。去除前測影響後，除兩個處理組之補救教學促進效益均明顯優於參照組外；動態評量組亦顯著優於直接教學組，效果值與關聯強度均達大幅水準，且具13%連續中介效益之累積加成解釋變異，顯示多階段動態評量更能發揮補救效益。
    The researcher wants to investigate the feasibility and effectiveness of Multi-Stage Dynamic Assessment (MSDA) model be applied to develop alternative remedial instruction model for mathematical problem solving. The study utilizes a multi-group experimental design. The participants include 42 students are screened out by pre-testing, and assigned 14 to each of the three groups. The first group is mediated by multi-session dynamic assessment (DA), the second group is given the direct instruction (DI), the third group takes self-practice. Then all groups accept post-testing. Next, the data are analyzed by adequate statistical methods. The effectiveness of ability screening, performance discrimination, deficiency diagnosis and prescription for subsequent remedial instruction are found in the DA group. The simple gain scores of the first and second group are greater than the third group has significantly, after all the performances of the DA group are greater than the DI group has significantly, too. The effectiveness of cumulative facilitation are found in the DA group also.
    Relation: 教育與心理研究, 29(4),655-686
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML2326View/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