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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/92880

    Title: 精熟學習方案對國小學童數學學業成就及數學自我觀念之影響(Ⅱ)
    Other Titles: Mastery Learning on Achievement and Self-Concept in Mathematics of Elementary School Children
    Authors: 毛連塭;邵慰龍;劉緬懷;鄭錦彬;楊瑞智;陳麗華;張世彗;陳明終
    Contributors: 淡江大學課程與教學研究所
    Keywords: 精熟學習方案;國小學童;數學學業成就;數學自我觀念
    Date: 1991
    Issue Date: 2013-10-23 15:29:24 (UTC+8)
    Publisher: 臺北市:臺北市立師範學院
    Abstract: 本研究旨在探討布魯姆精熟學習方案對國小學童數學業成就和數學自我觀念之影響。其主要結果,可歸納為下列數點:
    The purpose of this study was to explore the effects of Bloom's mastery learning upon the achievement and self-concept in mathematics of elementary school children. The major findings of this study are as follows:
    1) In the survey of the mathematics instructions: the proportions of the three groups of students who answered the questions 4, showed significant difference, while in the rest of the questions, there was no significant difference.
    2) In the cognitive domain: (1)the mathematics achievement of post-test scores of the three groups had no significant difference; (2)according to the comparison between pre-test and post-test, the variation of mathematics achievement of the three groups all increased.
    3) In the affective domain: (1)it showed no significant difference in the three groups, post-test scores of mathematics self-concept; (2)the comparison between pre-test and post-test, indicated the variation of mathematics self-concept of the three groups showed no significant difference.
    Relation: 臺北市立師範學院學報=Journal of Taipei Municipal Teachers College 22,頁1-27
    Appears in Collections:[課程與教學研究所] 期刊論文

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