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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31232

    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。
    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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