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    Title: 結合學生問題分析表及試題概念結構圖之個別化回饋對國小數學學習之影響
    Other Titles: Effects on elementary students' math learning by using student problem table and conceptual structure map of item on individualized feedback
    Authors: 陳文婷;Chen, Wen-ting
    Contributors: 淡江大學教育科技學系碩士班
    蔡秉燁;Tsai, Ping-yeh
    Keywords: 學生問題表分析法;詮釋結構模式;後設認知策略;學習診斷;個別化回饋;Student-Problem table analysis;interpretive structure modeling;metacognitive learning strategy;learning diagnosis;individualized feedback
    Date: 2006
    Issue Date: 2010-01-11 00:25:41 (UTC+8)
    Abstract:   結合試題概念結構與S-P學習診斷結果之個別化回饋,強調概念釐清與學習順序對學習的重要性,從增強評量回饋的有用性,輔助學生數學後設認知,幫助學生瞭解自己的學習情況,找出學習缺陷,提高學生補救學習的意願,促使教師教學效能的提昇。
      本研究從評量回饋著手,進行個別化回饋對學生數學學習影響之研究。待答問題為:有無採用個別化回饋,對學生數學學業成績的影響、個別化回饋輔助學生數學學習後設認知的狀況、評量回饋單與教學回饋單在教學現場的實施狀況及使用心得。
      經由準實驗設計活動及訪問調查,結論如下:個別化回饋的使用在學生數學成績表現上未有顯著差異,但在輔助數學後設認知方面,有助於學生補救學習及有正向促進學生補救學習意願之效用。結合試題概念結構圖之個別化回饋可有效控制數學的雙峰現象,加入試題概念結構圖資訊之教學回饋單也較能幫助教師給予學生具體的補救學習回饋。使用評量回饋單後,實驗組B學生的數學自信心較高,實驗組A學生較懂得用回饋單做補救學習。另外,多數家長會透過評量回饋單來瞭解學生之弱點,但許多家長不瞭解試題概念結構圖的用意。家長建議學生答題狀況的文字敘述用比較緩和的字句呈現、給予試題結構圖時需附上使用說明、提供更多延伸概念的題目幫助孩子做補救練習。
    The functions of computer-assisted assessment which result in individual feedbacks are not only for teachers to assess students’ learning achievements, but also for improving teachers’ effectiveness. On the basis of the relevant literature review of Student-Problem table (S-P chart) and interpretive structure modeling (ISM), the study is intended to develop a method of individual assessment feedback with combination of “Student-Problem table” and “Test Item Conceptual Structure Map”, and to implement it in the math classes of elementary schools. In the process of conducting study, the feedbacks from teachers, students, and parents would be collected as references for future revisions of instruction
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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