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題名：解題規則次序分析方法及其實證研究
書刊名：教育與心理研究
作者：林原宏 引用關係
作者(外文)：Lin, Yuan-horng
出版日期：2006
卷期：29:3
頁次：頁599-619
主題關鍵詞：次序理論；解題規則；認知診斷；Cognition diagnosis；Ordering theory；Rules of problem-solving
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:41
  • 點閱點閱:37
本文旨在提出解題規則的次序分析方法，該方法基於次序理論（ordering theory）以及精緻試題有向圖分析（refined item digraph analysis），能呈現個別化（individualized）的解題規則次序性之階層結構。 研究者首先探討關於認知診斷以及解題規則等方法和實證研究文獻，基於受試者解題規則具有次序性的觀點，以及每個試題的反應解釋力和反應區別力的不同，研究者提出解題規則次序的分析方法。研究者並將此方法應用於「柳橙汁濃度測驗」（Orange Juice Test, OJT）的比例理解之實證資料。分析結果顯示：總分不同的受試者，其解題規則次序與階層各具特色；而總分相同但反應組型不同的受試者，其解題規則次序與階層差異性頗大。本研究提出的方法，可供認知診斷和補救教學等參考。最後，研究者根據研究心得與發現，提出有關實務應用和進一步研究之建議。
The purpose of this study is to develop a method for ordering analysis of rules. This method is an integration of ordering theory and refined item digraph analysis. It could represent ordering and hierarchical structure of rules for individual task-taker. The researcher investigates the theoretical and empirical researches which are related to rules of problem-solving and analysis of item structures. This integrated method is based on two opinions. One is the ordering relationship of rules and the other is interpretability and discrimination of items. In addition to the introduction of analytic process, an empirical data set of OJT test is analyzed. In the data analysis, individual rule ordering graphs of different total score are compared. Moreover, individual rule ordering graphs of the same total score with different response patterns are also discussed. Based on the results and findings, some suggestions and recommendations for applications and future researches are discussed.
期刊論文
1.Takeya, M.(1980)。Construction and Utilization of Item Relational Structure Graphs for Use in Test Analysis。Japan Journal of Educational Technology，5，93-103。  new window
2.林原宏(19961200)。知識結構分析--徑路搜尋、多向度量尺和集群分析的方法論探討。測驗統計年刊，4，47-69。new window  延伸查詢new window
3.Brown, J. S.、Burton, R. R.(1978)。Diagnostic models for procedural bugs in basic mathematical skills。Cognitive Science，2(2)，155-192。  new window
4.Nichols, P. D.(1994)。A Framework for Developing Cognitively Diagnostic Assessment。Review of Educational Research，64(4)，575-603。  new window
5.Noelting, G(1980)。The development of proportional reasoning and the ratio concept part I-Differentiation of stages。Educational Studies in Mathematics，11，217-253。  new window
6.Johnson, P. J.、Goldsmith, T. E.、Teague, K. W.(1994)。Locus of the predictive advantage in pathfinder-based representations of classroom knowledge。Journal of Educational Psychology，86(4)，617-626。  new window
7.宋德忠、林世華、陳淑芬、張國恩(19981200)。知識結構的測量：徑路搜尋法與概念構圖法的比較。教育心理學報，30(2)，123-142。new window  延伸查詢new window
8.簡茂發、劉湘川、許天維、林原宏(19950100)。試題關聯結構分析法在國小高年級學生乘除文字題列式之分析研究。測驗年刊，42，113-155。new window  延伸查詢new window
9.Fischer, G. H.(1973)。The linear logistic test model as an instrument in educational research。Acta Psychologica，37(6)，359-374。  new window
10.Tatsuoka, K. K.(1983)。Rule space: An approach for dealing with misconceptions based on item response theory。Journal of Educational Measurement，20(4)，345-354。  new window
11.Bart, W. M.(1976)。Some Results of Ordering Theory for Guttman Scaling。Educational and Psychological Measurement，36，141-148。  new window
12.涂金堂(2003)。認知診斷評量的探究。南師學報：教育類，37(2)，67-97。new window  延伸查詢new window
13.Bart, W. M.、Williams-Morris, R.(1990)。A Refined Item Digraph Analysis of Proportional Reasoning Test。Applied Measurement in Education，3，143-165。  new window
14.Bart, W. M.、Post, T.、Behr, M.、Lesh, R.(1994)。A Diagnostic Analysis of a Proportional Reasoning Test Item: An Introduction to the Properties of a Semi-dense Item。Focus on Learning Problems in Mathematics，16(3)，1-11。  new window
15.Brown, J. S.、VanLehn, K.(1980)。Repair Theory: A Generative Theory of Bugs in Procedural Skills。Cognitive Science，4，379-426。  new window
16.Doignon, J. P.、Falmagne, J. C.(1985)。Spaces for the Assessment of Knowledge。International Journal of Man-Machine Studies，23，175-196。  new window
17.Falmagne, J. C.(1993)。Stochastic Learning Paths in a Knowledge Structure。Journal of Mathematical Psychology，37，489-512。  new window
18.Mislevy, R. J.、Verhelst, N.(1990)。Modeling Item Response When Different Subjects Employ Different Solution Strategies。Psychometrika，55，195-215。  new window
19.Tatsuoka, K. K.(1986)。Diagnosing Cognitive Errors: Statistical Pattern Classification Based on Item Response Theory。Behaviormetrika，19，73-86。  new window
20.Tatsuoka, K. K.、Tatsuoka, M. M.(1982)。Detection of Aberrant Response Patterns。Journal of Educational Statistics，7，215-231。  new window
21.VanLehn, K.(1999)。Rule-learning Events in the Acquisition of a Complex Skill: An Evaluation of Cascade。The Journal of the Learning Sciences，8(1)，71-125。  new window
會議論文
1.Schvaneveldt, R. W.、Durso, F. T.(1981)。General Semantic Networks。0。  new window
學位論文
1.Yamamoto, K.(1987)。A Model That Combines IRT and Latent Class Models，Urbana, IL。  new window
圖書
1.Takeya, M.(1991)。New Test Theory: Structural Analysis。Tokyo, Japan：Waseda University Press。  new window
2.許天維(1995)。數學試題分析法。大漢唐有限公司。  延伸查詢new window
3.歐滄和(2002)。教育測驗與評量。台北：心理出版社。  延伸查詢new window
4.Doignon, J. P.、Falmagne, J. C.(1999)。Knowledge Space。Knowledge Space。Berlin, Germany。  new window
圖書論文
1.Goldsmith, T. E.、Davenport, D. M.(1990)。Assessing structural similarity of graph。Pathfinder associative networks: Studies in knowledge organization。Norwood, NJ：Ablex。  new window
 
 
 
 
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