vanHiele幾何思考的評量方式比較與後設認知之研究

• Main Authors: Chen Shu-Hui, 陳淑惠
• Other Authors: 林原宏
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/47606717741967544832

碩士 === 臺中師範學院 === 教育測驗統計研究所 === 92 === Abstract This research aims to study the development of pupils’ geometric concept. A contrast is presented through the performance assessment with the intermediary of real objects and traditional paper-pencil assessment tested by the pupils. The sample of this research is consisted by 8 classes of Grade Six students from two primary schools respectively in Taipei City, to the total amount of 248 pupils. By using the self-edited “Triangular Geometric Concept Assessment” as the researching material, this research investigates the pupils’ achievement and metacognition ability in respect of van Hiele geometric levels under different ways of assessment. The research also realizes the development of pupils’ geometric thinking ability and the learning outcome of geometric concept of primary education. After the analysis of empical data, the outcome of the research is as follows in brief: 1.The assessment methods influence the results in the performance of higher levels. The outcome of the performance assessment is superior to the paper-pencil assessment. 2.Performance assessment can increase pupils’ ability of geometric thinking. In performance assessment, pupils tend to fall in Level 1 & 2; in paper-pencil assessment, pupils tend to fall in Level 0 & 1. 3.Jumping phenomenon stands for 1.3% and 0.8% of all the pupils on performance assessment and paper-pencil assessment respectively, and which is a good outcome. 4.The percentage of every level on performance assessment and paper-pencil assessment presents obvious distinction. 5.The gender of the pupils presents obvious distinction on performance assessment. Girls are superior to the boys. 6.Metacognition ability results fair in general. 7.The relativity between geometric thinking ability and metacognition ability is not obvious. 8.The metacognition ability cannot properly assess the pupils’ geometric thinking ability. The result and conclusion of this research can be provided as a reference for the teaching method and material as well as the suggestions for further studies.