淡江大學機構典藏:Item 987654321/73844
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/73844


    Title: 新北市國民中學教師與學生對國中基本學力測驗數學科題型態度之研究
    Other Titles: A study on attitudes toward types of questions in basic competence math test of junior high school teachers and students in New Taipei City
    Authors: 黃國智;Huang, Kuo-Chih
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    楊國賜
    Keywords: 基本學力測驗;題型;態度;Basic Competence Test;Types of Questions;Attitude
    Date: 2011
    Issue Date: 2011-12-28 17:18:05 (UTC+8)
    Abstract: 本研究旨在探討新北市國民中學教師與學生對國中基本學力測驗數學科題型之態度。依據研究目的，本研究採用問卷調查法，以自編之「新北市國民中學數學領域教師對國中基本學力測驗數學科題型態度調查問卷」與「新北市國民中學學生對國中基本學力測驗數學科題型態度調查問卷」作為研究工具，共抽取新北市11所國中學校，回收有效教師問卷181份，學生問卷735份，將所蒐集的資料，以SPSS 17.0套裝軟體進行描述性統計、平均數與標準差、皮爾遜卡方考驗等資料處理方法進行統計分析。根據研究結果，歸納出以下結論：
    一、國中數學教師大多認同數學科測驗題型多元化。
    二、國中數學教師認為基測數學科增列非選擇題有助於學生數學能力。
    三、國中數學教師認為基測數學科增列非選擇題大致可行。
    四、不同背景變項之國中數學教師對基測增列非選擇題態度有顯著差異。
    五、國中數學教師之教學與施測經驗對基測增列非選擇題態度有顯著差異。
    六、國中數學教師與國中學生認為基測數學科增列非選擇題不可行的因素主要在「評分的技術性問題」。
    七、國中學生不太同意基本學力測驗數學科納入非選擇題。
    八、不同背景變項之國中學生對基測增列非選擇題態度有顯著差異。
    九、國中學生之數學評量經驗對基測增列非選擇題態度有顯著差異。
    根據上述研究結論提出建議，以供主管教育行政機關、學校教學、及未來研究者之參考。
    The purpose of this study was to investigate junior high school teachers’ and students’ attitudes toward types of questions in Basic Competence Math Test in New Taipei City. Adopting a questionnaire method based on “ The Questionnaire on Junior High School Mathematics Teachers’ Attitudes toward types of questions in Basic Competence Math Test in New Taipei City ” and “ The Questionnaire on Junior High School Students’ Attitudes toward types of questions in Basic Competence Math Test in New Taipei City ”, the samples of the survey were 181 teachers and 735 students from 11 junior high schools in New Taipei City. The data obtained by questionnaire survey was analyzed by using averages, standard deviations,descriptive statistics, and Pearson’s chi-square test.
    Conclusions of this study were as follows:
    1.Most mathematics teachers agree on diversified types of math questions.
    2.Mathematics teachers agree that incorporating non-choice tests into Basic Competence Math Test is conducive to enhancing mathematical ability.
    3.Mathematics teachers agree that incorporating non-choice tests into Basic Competence Math Test is feasible.
    4.There were significant differences in teachers’ attitudes based on different background variables.
    5.There were significant differences in teachers’ attitudes based on experience in teaching and giving tests.
    6.Mathematics teachers and junior high school students think it is non-feasible to incorporate non-choice tests into Basic Competence Math Test due to “technical matters of grading.”
    7.Junior high school students do not agree fully to incorporate non-choice tests into Basic Competence Math Test.
    8.There were significant differences in students’ attitudes based on different background variables.
    9.There were significant differences in students’ attitudes based on testing experiences.
    Based on conclusions, some suggestions were proposed for schools, educational administrative agencies, as well as further studies.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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