國小六年級小數概念動態評量的效益分析

• Main Author: 康昆利
• Other Authors: 李正雄
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/30956656254996048369

碩士 === 國立台北師範學院 === 數理教育研究所 === 92 === Abstract The purpose of the research was to develop the dynamic decimal concepts assessment (DDCA) to investigate the performance of the decimal concept of sixth-grade students in the elementary school. The research approach was a quasi-experimental design, choosing two classes of sixth-grade for sample. The subject included 32 students in the experimental group with the teaching intervention of the DDCA and 34 students in the control group with practicing the test questions of the DDCA independently. Students of the group had no obvious variance performances in statistic of the pre-test, and had the similar ability. The research conducted the pre-test, post-test and postpone-test in order to understand the effects of the DDCA. The semi-structure interviews were also conducted to further understand the situation of conceptual changing by DDCA. The major findings were summarized as the followings: 1.Sixth-grade students in the elementary school had a poor performance in the test questions of the decimal concept. 2.The differential validity of the DDCA came off well. 3.The helping effects of the DDCA came off well. 4.Most students got right conceptual reaction generally after the teaching intervention of the DDCA. Meanwhile, according to the research results, this research has addressed some suggestions to the dynamic assessment of instructional design, measurement tool work, teaching, and the future research directions. Key words: Decimal Concepts, dynamic assessment, misconception, DDCA (dynamic decimal concepts assessment)