臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：徑路搜尋方法之加減法文字題知識結構分析
書刊名：測驗統計年刊
作者：林原宏 引用關係／黃美盼／易正明 引用關係
作者(外文)：Lin, Yuan-horng／Huang, Mei-pan／Yih, Jenq-ming
出版日期：2007
卷期：15(上)
頁次：頁29-57
主題關鍵詞：加減法文字題；知識結構；徑路搜尋；試題反應理論；Addition and subtraction word problems；Knowledge structure；Pathfinder；Item response theory
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:79
  • 點閱點閱:113
本研究旨在進行國小學童的加減法文字題知識結構之徑路搜尋分析，以二年級學童為研究對象。利用試題反應理論和概念類似係數的計算，可獲得不同能力值下的加減法文字題知識結構。 「加減法文字題解題測驗」，根據實證資料之徑路搜尋分析，主要發現如下： 一、三個相似性指數均能對能力值做有效之預測，且 GTD 指數預測效果最高。 二、高能力值組知識結構圖與標準參照知識結構圖較為相似，中低能力值組知識結構圖與標準參照知識結構圖較不相似。 三、以集群分析方法將受試者分群，各群的知識結構有其特殊性。 四、高分群學童知識結構圖很接近標準參照知識結構圖，教師可進行充實活動。 中分群學童答對率較低的概念位於同一區，教師應進行該區概念的補救教學。低分群學童在概念 1 和概念 11 有多餘鏈結，可能對概念不甚了解，教師須利用課外時間校正學生的錯誤概念。 根據結果，研究者提出未來知識結構方法論研究之建議，以及有關加減法概念的診斷及教學的參考。
The purpose of this study is to analyze addition and subtraction word problems knowledge structure by pathfinder. There are 324 pupils in this research. According to the response of addition and subtraction on word problems, the researcher wants to investigate the knowledge structure of addition and subtraction. Another methodologies, item response theory, factor analysis and cluster analysis, are applied so that the features of varied knowledge structure are discussed. The main results of this research are as follows: 1. All the three proximity indexes can explain the ability of pupils effectively. Moreover, the most effective index is GTD index. 2. The knowledge structure of high ability group is similar to the that of criterion-referenced one. On the contrary, the knowledge structure of middle and low ability group is relatively dissimilar to that of criterion-referenced one. 3. The method of cluster analysis can help group examinees effectively. There are lots of similarities on knowledge structure between each group. 4. Pupils in high score group have knowledge structures which are very close to that of criterion-referenced one. Therefore, teachers can carry out substantial activities. Pupils in middle scored group have low rate of correct responses and conception in the same area. Hence, teachers can carry out conceptual remedial instruction in that area. Pupils in low scored group have redundant links in concept 1 and concept 11. It is likely that they have no any idea with concepts so that teachers should design extracurricular to correct students’ unpracticed section. Based on the findings and results, some suggestions for practical teaching and future research are discussed.
期刊論文
1.黃湃翔(20020700)。徑路搜尋法在高中學生物理學科知識結構測量上的應用。教育與社會研究，4，1-33。new window  延伸查詢new window
2.蔣治邦(20011200)。中年級學童「部份-全體」運思的發展 : 文字題選圖與解題作業表現的差異。中華心理學刊，43(2)，239-254。new window  延伸查詢new window
3.蔣治邦、鍾思嘉(19910800)。低年級學童加減概念的發展。教育與心理研究，14，35-68。new window  延伸查詢new window
4.Houlihan, D. H.、Ginsburg, H. P.(1981)。The addition methods of first-and second-grade children。Journal for Research in Mathematics Education，12，95-106。  new window
5.Carpenter, Thomas P.、呂玉琴(19880300)。加、減法文字題的分類、解題策略及影響因素。國民教育，28(8/9)，17-29。  延伸查詢new window
6.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
7.Lewis, A. B.、Mayer, R. E.(1987)。Students' miscomprehension of relational statements in arithmetic word problems。Journal of Educational Psychology，76，1382-1385。  new window
8.山下元、勝又保雄、津田榮(1994)。ファジィ理論を應用した教材構造分析--多值テス卜データを用いた近似構造解析。科學教育研究，18(1)，23-29。  延伸查詢new window
9.Cooke, N. M.、Durso, F. T.、Schvaneveldt, R. W.(1986)。Recall and measures of memory organization。Journal of Experimental: Learning, Memory and Cognition，12，538-549。  new window
10.林曉芳、余民寧(20011200)。國中生在數學代數概念學習之評量研究--以二元一次方程式為例。教育與心理研究，24(下)，303-326。new window  延伸查詢new window
11.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
12.Goldsmith, T. E.、Johnson, P. J.、Acton, W. H.(1991)。Assessing structural knowledge。Journal of Educational Psychology，83(1)，88-96。  new window
13.Acton, W. H.、Johnson, P. J.、Goldsmith, T. E.(1994)。Structural knowledge assessment: comparison of referent structures。Journal of Educational Psychology，86(2)，303-311。  new window
14.余民寧、林曉芳、蔡佳燕(20011200)。國小學生數學知識結構認知診斷評量之研究。教育與心理研究，24(下)，263-301。new window  延伸查詢new window
會議論文
1.呂玉琴(1997)。國小低年級學生對加減法文字題的了解。中華民國第十三屆科學教育學術研討會，355-361。  延伸查詢new window
研究報告
1.Marshall, S. P.、Pribe, C. A.、Smith, J. D.(1987)。Schema Knowledge structure for representing and understanding arithmetic story problems (計畫編號：N00014-85-K-0661)。Arilington, VA：Office of Naval Research。  new window
學位論文
1.涂金堂(2001)。知識結構的評量與改變之研究--以國小學生數學文字題為例(博士論文)。國立政治大學。new window  延伸查詢new window
2.許琇皙(1999)。國小低年級師生在加減法圖形表徵的認知對照(碩士論文)。國立中正大學。  延伸查詢new window
3.Riley, M. S.(1981)。Conceptual and procedural knowledge in development(碩士論文)。University of Pittsburgh。  new window
4.許淑貞(2003)。結合試題反應理論與模糊認知結構的徑路搜尋之幾何概念分析(碩士論文)。臺中師範學院。  延伸查詢new window
5.蔡佳燕(2000)。國小學生數學學科知識結構評量之研究(碩士論文)。國立政治大學。  延伸查詢new window
6.江淑卿(1997)。知識結構的重要特性之分析暨促進知識結構教學策略之實驗研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Jonassen, D. H.、Beissner, K.、Yacci, M.(1993)。Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge。Lawrence Erlbaum Associates, Inc.。  new window
2.鍾聖校(1990)。認知心理學。台北：心理。  延伸查詢new window
3.Anderson, J. R.(1990)。Cognitive psychology and its implications。New York：Freeman and Company。  new window
單篇論文
1.Gomez, R.，Hadfield, O. D.，Housner, L. D.(1995)。Conceptual maps and simulated teaching episodes as indicators of competence in teaching elementary mathematics，Las Cruces：Computing Research Laboratory, New Mexico State University。  new window
其他
1.Gomez, R.，Housner, L.(1992)。Pedagogical knowledge structures in prospective teachers，Austin, TX。(ED351307)。  new window
2.Koubek, R.，Moutujoy, D.(1991)。Toward a model of knowledge structure and a comparative analysis of knowledge structure measurement techniques，Dayton, OH.：Dept. of Biomedical and Human Factors Engineering, Wright State Univ.。(ED 339719)。  new window
3.Yancy, A. V.(1981)。Pupil generated diagrams as strategy for solving word problems for elementary mathematics(ED260992)。  new window
圖書論文
1.Mitchell, A. A.、Chi, M. T.(1984)。Measuring knowledge within a domain。The representation of cognitive structure。Toronto：Ontario Institute for Studies in Education。  new window
2.Greeno, J. G.(1980)。Some examples of cognitive task analysis with instructional implications。Aptitude, learning, and instruction: Cognitive process analysis。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
3.Carpenter, T. P.、Moser, J. M.(1983)。The acquisition of addition and subtraction concepts。Acquisition of mathematics concepts and processes。New York：Academic Press。  new window
4.Rumelhart, D. E.、Norman, D. A.(1985)。Representation of knowledge。Issues in cognitive modeling。Lawrence Erlbaum Associates。  new window
5.Schvaneveldt, R. W.(1990)。Proximities, networks, and schemata。Pathfinder associative networks: Studies in knowledge organization。Norwood, NJ：Ablex。  new window
6.Fuson, K. C.(1992)。Research on whole number addition and subtraction。Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics。Macmillan。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：519（臺灣：502，外國：17） ／ 本年度總使用人次：2564847 ／ 訪客人次（自102年09月）：68358227
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上