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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/98210


    Title: 建立判讀理解層級：高中生進行數學論證判讀活動困難之探討
    Other Titles: To Establish Validating Comprehension Level: Discuss the Difficulties That Senior High Students Faced in Argumentation Validation Activity 
    Authors: 葉明達 ; 柳賢
    Keywords: 論證判讀 ; 判讀困難 ; 理解層級 ; 數學證明 ; 高中生
    Argumentation validation ; Validation difficulty ; Comprehension level ;Mathematical proof ; Senior high school students
    Date: 2007-09
    Issue Date: 2016-06-22 10:08:00 (UTC+8)
    Abstract: 論證判讀是數學教育課程標準的新訴求，本研究目的在探討8位高中生進行論證判讀活動時所面臨的困難，並據此探索「論證判讀理解層級的理論框架」。研究對象為數學高、低成就高二學生各四位，先讓學生以放聲思考判讀8種論證文本，再就學生的判讀困難進行晤談。主要發現如下：1.學生共出現8種判讀困難；2.依據筆試試卷、錄影帶、晤談資料，將判讀者的行為做詳細分析後，結合「閱讀理解層級」及「數學解題階段」發展出「判讀理解層級」，可分成「微觀」與「巨觀」兩種面向，每種面向又各分為「字面理解」、「重組理解」、「推論理解」、「效度理解」4種層面，微觀與巨觀各具有診斷判讀困難的功能，兩者交互配合，能更真切的標定個案的判讀理解層級。
    Argumentation validation is a new demand for the current mathematics education curriculum standard. The purpose of this research is to discuss the difficulties that eight senior high students faced when they carried out argumentation validation activity. Based on the above results, the researcher explored “academic framework of argumentation validating comprehension level”. The subjects are four secondary-year senior high students with low math achievement and four secondary-year senior high students with high math achievement. Students were asked to validate eight kinds of argumentation texts using think-aloud method. Difficulties were identified by interview. Major results of this research were as follows: 1. Students altogether had eight kinds of validation difficulties. 2. Based on the students’ responses in written examination, validation process videotape, & interview, then analyzed students’ validation behavior. We developed “validating comprehension level” by integrating “reading comprehension level” and “mathematical problem solving stage”. “Validating comprehension level” was divided into two dimensions called “micro” and “macro”, and each dimension was respectively divided into four parts called “literal comprehension”, “recombined comprehension”, “inferential comprehension”, and “validity comprehension”. “Micro” and “macro” were respectively provided the function for diagnosing validation difficulties. Both of the two dimensions were coordinate alternately, and they made students’ validating comprehension level clearer in demarcation.
    Relation: 教育與心理研究, 30(3),79-109
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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