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題名:國小學童數感理論模式建構與電腦化數感診斷測驗系統之研究
作者:許清陽
作者(外文):Ching-Yang Hshu
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:吳裕益
學位類別:博士
出版日期:2006
主題關鍵詞:數感診斷測驗電腦化數感診斷測驗結構方程模式number sensediagnostic testcomputerized number sense diagnostic teststructural equation model
原始連結:連回原系統網址new window
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  本研究之主要目的在建構數感之理論模式,並開發「電腦化數感診斷測驗系統」,以瞭解國小六年級學童的數感表現概況,且進一步分析受試者數感的錯誤類型與迷思概念。
  本研究之實施首先抽取南部縣市六年級學童539人進行電腦線上測驗,以建立數感診斷測驗之信效度;接著再抽取台灣本島22縣市六年級學童3462人進行電腦線上測驗,用以建構數感之理論模式,及瞭解六年級學童數感的表現概況,並進一步分析學童在數感診斷測驗中常犯的錯誤類型與迷思概念。
  本研究經資料蒐集與統計分析結果,其結論如下:
一、「國小學童數感理論模式」之適配度考驗採用Bagozzi 和 Yi (1988)所建議的三個標準:基本的適合標準(preliminary fit criteria)、整體模式適合度(overall model fit)及模式內在結構適合度(fit of internal structure of model)三方面來評鑑,評鑑結果發現,除了易受樣本數影響的指標外,其餘指標均符合評鑑標準,顯示研究者所提之「國小學童數感理論模式」十分恰當。。
二、不同背景之學童在數感能力的差異分析上,學校規模和父親的教育程度有顯著差異,而性別則無顯著差異。在數感與數學學業成就之相關檢定方面,64所學校中只有6所學校未達.05顯著水準,大部份學校學童的數感與數學學業成就有顯著相關
三、電腦化數感診斷測驗系統能提供測驗的PR值並具有診斷錯誤類型與迷思概念的功能。受試者在電腦線上測驗後能馬上知道自己的PR值,以瞭解自己在團體中的相對位置,藉此知道自己數感能力的優劣。除此之外,電腦化數感診斷測驗系統還提供受試者答錯題目所犯的錯誤類型和迷思概念,以便受試者能根據所回答的錯誤原因,進行自我診斷學習,教師也可根據診斷的結果,進行補救教學。
  根據研究結果,本研究分別對學校教師及未來之研究提出建議。
The main purpose of this study is to construct the theoretical model of number sense and to develop “Computerized Number Sense Diagnostic Test System” in order to understand the general situation of sixth graders in number sense performance as well as to further analyze the error types and misconception of the subjects.
This study firstly selected 539 sixth graders from southern counties and cities for computerized online test to construct the reliability and the validity of number sense diagnostic test. Then, 3,462 sixth graders from 22 counties and cities from Taiwan island were selected for computerized online test to construct number sense theoretical model and to understand the general conditions of sixth graders in number sense performance. The data was then used to further analyze the frequent error type and misconception of the students in number sense diagnostic test.
Data collection and statistical analyses of this study are concluded as the following:
1.The test of goodness of fit for “Elementary Students Number Sense Theoretical Model” adopts the three standards suggested by Bagozzi and Yi (1988): preliminary fit criteria, overall model fit, and fit of internal structure of model. The three models were used in assessment and results revealed that besides those indexes which are easily affected by samples, all other indexes conformed to the assessment standards. This shows that “Elementary Students Number Sense Theoretical Model” is perfectly appropriate.
2.In the analysis of number sense differences among the students from various backgrounds, school scales and father’s education level show significant differences while gender shows no significant difference. In the correlation test between number sense and mathematics achievement, there were only 6 out of 64 schools failed to reach 0.05 significance level. Most of the students show significant relation between number sense and mathematics achievement.
3.Computerized number sense diagnostic test system can provide PR value for the test and it also possesses the function in diagnosing error type and misconception. The subjects get to know their own PR value immediately after the online computer test. With this, the students learn about their relative position in the group and aware of their own strengths and weaknesses of number sense. Besides, computerized number sense diagnostic test system also provides the subjects with their error types and misconception so that the subjects can do self-review for improvement. Moreover, teachers can carry out remedial teaching base on the diagnostic results.
Base on the findings, this study proposes suggestions to school teachers and further studies respectively.
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