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題名：動態合作學習與課程本位測量模式對國小三年級學生數學學習成效之研究
書刊名：初等教育學刊
作者：張淑娟／崔夢萍 引用關係
作者(外文)：Chang, Shu-chuan／Tsuei, Meng-ping
出版日期：2006
卷期：24
頁次：頁59-86
主題關鍵詞：課程本位測量；合作學習；電腦化評量；Curriculum-based measurement；Cooperative learning；Computerized measurement system
原始連結：連回原系統網址new window
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本研究為探討合作學習及課程本位測量對學生數學學習成效之影響，採2×2準實驗研究，研究對象為三年級學生共136人，分為合作學習組(CL組)、課程本位測量組(CBM組)、課程本位測量結合動態、合作學習組(CBM+DCL組)及控制組。結果如下： 一、課程本位測量與合作學習主要效果與交互效果對學生CBM表現達顯著差異(p<.01)。 二、CBM+DCL實驗組學生在CBM進步速率優於CBM實驗組學生。 三、課程本位測量與合作學習主要效果與交互效果對於學生月考成績之影響未達顯著差異。 四、課程本位測量主要效果和課程本位測量與合作學習交互效果對學生數學基礎數學概念評量成績達顯著差異(P<.01) 本研究根據研究結論提出建議，俾供教師及未來研究參考。
The purpose of the study was to examine the effects of cooperative leaning and curriculum-based measurement on third-grade students' mathematical achievement. One hundred and thirty-six students in four classes were assigned to cooperative learning group (CL), CBM group, CBM plus dynamic cooperative learning group (CBM+DCL), and control group. The results of the study were: 1. The main effects and interaction effects of CBM and cooperative learning had significantly impacted students' performance of experiment groups on CBM tests (p<.01) 2. The weekly progression slopes of students' CBM scores in CBM+DCL group outperformed those in CBM group. No differences were found between the CL and control groups. 3. There were no main effects nor interaction effects of CBM and cooperative learning found on students' math achievement. 4. In terms of the percentage of correct answers among all the questions, the main effects and interaction effects of CBM and cooperative learning had significantly impacted students' performance of experiment groups on the basic mathematics concept test. Suggestions for educators, teachers, and further studies were provided in this study.
期刊論文
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3.崔夢萍(20040300)。應用網路課程本位測量系統於學障兒童學習之研究。臺北市立師範學院學報. 教育類，35(1)，43-74。new window  延伸查詢new window
4.Fuchs, L. S.、Fuchs, D.、Hamlett, C. L.、Stecker, P. M.(1991)。Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations。American Educational Research Journal，28(3)，617-641。  new window
5.Cawley, F. J.、Parmar, S. R.、Yan. W.、Miller, H. J.(1998)。Arithmetic computation performance with learning disabilities: Implications for curriculum。Learning Disabilities Research & Practice，13(2)，68-74。  new window
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9.Fuchs, L. S.、Fuchs, D.、Hamlett, C. L.、Walz, L.、Germann, G.(1993)。Formative evaluation of academic progress: How much growth can we expect?。School Psychology Review，22(1)，27-48。  new window
10.Wesson, C. L.(1991)。Curriculum based measurement and two models of follow-up consultation。Exceptional Children，57，246-257。  new window
11.張淑美(1992)。合作學習的涵義、實施與成效。教育文粹，21，20-25。  延伸查詢new window
12.Fuchs, Lynn S.、Fuchs, Douglas、Hamlett, Carol L.、Phillips, Norris B.、Karns, Kathy(1995)。General Educators' Specialized Adaptation for Students with Learning Disabilities。Exceptional Children，61(5)，440-459。  new window
13.Fuchs, L. S.、Fuchs, D.、Hamlett, C.(1994)。Strengthing the connection between assessment and instructional planning with expert systems。Exceptional Children，61(2)，138-146。  new window
14.Johnson, D. W.、Johnson, R. T.(1989)。Toward a cooperative effort: A response to Slavin。Educational Leadership，46(7)，80-81。  new window
15.Pantiz, T.(1999)。The motivational benefits of cooperative learning。New Directions for Teaching and Learning，78，59-67。  new window
16.Cohen, E. G.(1994)。Restructuring the classroom: conditions for productive small-groups。Review of Educational Research，64(1)，1-35。  new window
17.Slavin, R. E.(1991)。Synthesis of research on cooperative learning。Educational Leadership，48(5)，71-82。  new window
18.蘇燕華、王天苗(20030300)。融合教育的理想與挑戰--國小普通班教師的經驗。特殊教育研究學刊，24，39-62。new window  延伸查詢new window
19.Salend, S. J.、Duhaney, Laurel M. Garrick(1999)。The impact of Inclusion on students with and without disabilities and their educators。Remedial and Special Education，20(2)，114-126。  new window
20.陳明和(19970700)。「合作學習法」在國語科教學的可行性。中國語文，81(1)=481，48-50。  延伸查詢new window
21.張新仁(19890600)。學習策略訓練之初探。教育文粹，18，86-94。  延伸查詢new window
22.邱上真(20010700)。普通班教師對特殊需求學生之因應措施、所面對之困境以及所需之支持系統。特殊教育研究學刊，21，1-26。new window  延伸查詢new window
23.Deno, S. L.(1985)。Curriculum-based measurement: The emerging alternatives。Exceptional Children，52(3)，219-232。  new window
24.盧富美(19921000)。談合作學習及其教學流程。教師之友，33(4)，3-8。  延伸查詢new window
25.Slavin, Robert E.(1996)。Research on cooperative learning and achievement: What we know, what we need to know。Contemporary Educational Psychology，21(1)，43-69。  new window
26.葉靖雲(19980600)。課程本位閱讀測驗的效度研究。特殊教育與復健學報，6，239-260。new window  延伸查詢new window
27.Parker, Ruth E.(1985)。Small-group cooperative learning--improving academic, social gains in the classroom。NASSP Bulletin，69(479)，48-57。  new window
28.崔夢萍、朱慧娟(2002)。國小數學課程本位測量電腦題庫系統之發展及其信效度研究─用以評量學習障礙兒童。台北市立師範學院學報，33，281-308。  延伸查詢new window
29.陳淑絹(1997)。「指導─合作學習」。策略應用於國小閱讀教學之理論探討，11，65-112。  延伸查詢new window
30.Fleischner, J., Nuzum, M.,、Marzola, E.(1987)。Devising an instruction program to teach arithmetic problem-solving skills to students with learning disabilities。Journal of Learning Disabilities，20(4)，214-217。  new window
31.Fuchs, L. S.,、Deno, S. L.,、Mirkin, P. K.(1984)。The effects of frequent curriculum-bid measurement and evaluation on student achievement,and student awareness of learning。American Educational Research Journal，21，449-460。  new window
32.Fuchs, L. S.,、Fuchs, D.(1986)。Effects of systematic formative evaluation on student achievement: A meta-analysis。Exceptional Children，53，199-208。  new window
33.Fuchs, L. S.,、Fuchs, D.(1986)。Curriculum-based assessment of progress toward long-and short-term goals。Journal of Special Education，20，69-82。  new window
34.Fuchs, L. S.,、Fuchs, D.(1997)。Use of curriculum-based measurement in identifying students with disabilities。Focus on Exceptional Children，30(3)，1-16。  new window
35.Fuchs, L. S., Fuchs, D., Karns, K., Hamlett, C. L., Kaatzaroff, M.,、Dutka, S.(1997)。Effects of task-focused goals on low-achieving students with and without learning disabilities。American Educational Research Journal，34，513-544。  new window
36.Fuchs, L.S., Fuchs, D.,、Hamlett, C.L.(1989)。Effects of instructional use of curriculum-based measurement to enhance instructional programs。Remedial and Special Education，10(2)，43-52。  new window
37.Fuchs, L.S., Fuchs, D., Hamlett, C.L.、Pamela, P. M.(1991)。Effects of curriculum-based measurement and consultation on teacter planning and student achievement in mathematics operations。American Educational Research Journal，28(3)，617-641。  new window
38.Jitendra, A. K.,、Salmento, M. M.(1999)。A case analysis of fourth-grade subtraction instraction in basal mathematics programs: Adherence to important design criteria。Learning Disabilities Research & Practice，14(2)，69-79。  new window
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41.Nattiv, A.(1994)。Helping behaviors a- math achievement gain of student using cooperative learning。The Elementary School Journal，89(5)，285-297。  new window
42.Wesson, C. L., King, R.,、Deno, S. L.(1984)。Direct and frequent measurement: If it's so good for us, why don’t we use it ?。Learning Disabiliiy Quarterly，7(1)，45-48。  new window
43.Haladyna, T.、Thomas, G.(1979)。The attitudes of elementary school children taward school and subject matters。Journal of Experimental education，48(1)，18-23。  new window
會議論文
1.葉靖雲(2003)。課程本位測量。  延伸查詢new window
2.Deno, S. L.(1994)。Effects of support conditions on teachers’ instructional adaptation and student learning。La Jolla, CA。  new window
研究報告
1.柯華葳(1999)。基礎數學概念評量三年級題本。  延伸查詢new window
2.崔夢萍、朱慧娟、譚寧君(2001)。智慧型遠距數學課程本位評量專家系統之研究：對國小學習障礙學生評量與教學之應用（I）。  延伸查詢new window
3.崔夢萍、朱慧娟、譚寧君(2002)。智慧型遠距數學課程本位評量專家系統之研究：對國小學習障礙學生評量與教學之應用（II)。  延伸查詢new window
4.陸莉、譚寧君、崔夢萍、朱慧娟(2000)。課程本位評量對學習障礙兒童數學教學之研究•。  延伸查詢new window
學位論文
1.謝芳蕙(2001)。直接教學法與課程本位評量模式對國小數學低成就學生學習成效之實驗研究(碩士論文)。國立台北師範學院。  延伸查詢new window
2.傅明俐(2001)。國民小學數學科合作學習之研究(碩士論文)。彰化師範大學。  延伸查詢new window
3.王梅軒(2003)。國小課程本位閱讀測量之信度與效度研究(碩士論文)。臺北市立師範學院。  延伸查詢new window
4.李雯婷(1998)。國二數學科合作中配對教學法與傳統教學法在學習成效之比較研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
5.蔡翠華(1996)。國小數學學習障礙學生的學習型態與學習策略的相關研究，台北市。  延伸查詢new window
6.蕭忠輝(2004)。應用「課程本位評量」和「合作學習」對融合教育教室中學生數學學習之行動研究，台北市。  延伸查詢new window
圖書
1.教育部(2003)。國民中學九年一貫課程綱要--數學學習領域。臺北市：教育部。  延伸查詢new window
2.Idol, L., Nevin, A., Paolcci-Whitcomb, P.(1996)。Models of curriculum-based assessment。Rockville, MD：Aspen Publishers, Inc.。  new window
3.Shinn, M. R.(1998)。Advanced Applications of Curriculum-based Measurement。New York, NY：Guilford Press。  new window
4.Shinn, M. R.(1989)。Curriculum-based Measurement: Assessing Special Children。New York, NY：Guilford。  new window
5.Heuvel-Panhuizen, Marja van den(1996)。Assessment and Realistic Mathematics Education。Utrecht, Netherlands：CD- ß Press/Freudenthal。  new window
6.Johnson, D. W.、Johnson, R. T.(1994)。Learning Together and Alone: cooperative and competitive and individualistic learning。Englewood Cliffs, NJ：Prentice Hall。  new window
7.Johnson, David W.、Johnson, Roger T.、Holubec, Edythe Johnson(1994)。The New Circles of Learning: Cooperation in the Classroom and School。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
8.吳清山、林天祐(2003)。教育小辭書。臺北市：國立教育資料館。  延伸查詢new window
9.Gagné, Robert Mills(1985)。The Conditions of Learning and Theory of Instruction。Holt, Rinehart & Winston, Inc.。  new window
10.Ausubel, David Paul(1968)。Educational Psychology: a cognitive view。New York：Holt, Rinehart and Winston, Inc.。  new window
11.Slavin, Robert E.(1990)。Cooperative learning: theory, research, and practice。Prentice-Hall。  new window
12.黃政傑、林佩璇(1996)。合作學習。五南。  延伸查詢new window
13.Slavin, Robert E.(1995)。Cooperative Learning: Theory, Research, and Practice。Allyn and Bacon, Inc.。  new window
14.崔夢萍(2003)。網路ECBM系統對國小學障兒童學習診斷與教學之研究。台北。new window  延伸查詢new window
15.張新仁、邱上真、張酒雄、方吉正、莊麗娟、簡妙娟、鄭博真、吳慧珠、潘世尊、李長燦(2003)。學習與教學新趨勢•台北市：心理。學習與教學新趨勢。台北市。  延伸查詢new window
16.Lerner, J., Mardell-Czudnowski, C.,、Goldemburg, D.(1987)。Special education for the early childhood years。New York。  new window
17.Silbert, J., Carnine, D.、Stein, M.(1990)。Direct Instruction Mathematics。  new window
 
 
 
 
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