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題名：聽覺障礙學生分數減法演算歷程之診斷分析
書刊名：特殊教育研究學刊
作者：黃桂君 引用關係
作者(外文)：Huang, Kuei-chun
出版日期：1995
卷期：13
頁次：頁27-44
主題關鍵詞：聽覺障礙學生；分數減法
原始連結：連回原系統網址new window
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　　　　　本研究在透過分數減法演算歷程的作結構分析，編製「分數減法診斷測驗」，同時採用結構性反應觀察表可，建立分數減法演算歷程診斷分析模式並檢驗瑯殺性，以比較聽障學生與普通學生分數減法演算歷程之差異。本研究以581名聽覺障礙覺學生與746普通學生為研究對象，施測所得資料先進行心理計量分析，再以集群分析法診斷學生能力。其中，心理計量分析包括:運用Rasch模式與線性logistic模式進行題目參數、試容成份參數、能力值、內適合度與外適合度的估計。 本研究主要的發現為: 1.聽障組與普通組學生在「成份組型」與「能力值與內外適合度」兩項分數減法演算歷程之診斷分析模式中，均以「成份組型診斷分析模式」較能有效地歸類學生能力所屬的「認知狀態」。 2.本研究經由作結構分析與線性logistic模式的試題內容成份參數分析，得以周全地分解演算「分數減法」所需的試題內容成份，並詮釋了各成份結構間的關係。試題成份模式四的成份分析較能突釋聽障組與普通組學生難度的變異。 3.聽障組與普通組學生在各試題內容成儀難度值的估計值均大於普通組，從試題內容成份參數間的變異，可反映出學生能力差異的狀況。
　　　　　 "Fraction Substraction Diagnostic Test (FSDT)" was designed to develop cognitively diagnostic model which could effectively analyze item responses, It was further used to compare the item responses from the hearing-impaired (HI) students with those from the non-handicapped (NH) students. Total of 1327 subjects, 581 HI students and 746 NH students, were included in this study. The data was analyzed to estimate item parameters, the elementary components parameters, ability value, infit value and outfit value by using the Rasch model (RM) and linear logistic model (LLTM). The cognitive states were than diagnosed with the cluster analysis. The major findings of the study were as follows: 1. The "Attribute Pattern Model" was found to be more effective than "Ability and Fit Value Model" to diagnose the cognitive states of fraction substraction in both groups. 2. The task analysis and LLTM could successfully decompose the elementary components of fraction substraction and explain the relationships between the components. The elementary component model IV with higher correlations between item difficultes by using R and LLTM could bette explain the variation of item difficulty in two groups. 3. The values of elementary component parameters reflected differences between both groups. Those in HI group is higher than NH group.
期刊論文
1.林寶貴、錡寶香(19910600)。高職階段聽覺障礙學生國語文與數學能力之研究。特殊教育研究學刊，7，109-127。new window  延伸查詢new window
2.Post, T. R.、Wachsmuth, I.、Lesh, R.、Behr, M.(1985)。Order and equivalence of rational numbers: A cognitive analysis。Journal for Research in Mathematics Education，16(1)，18-36。  new window
3.許榮富、洪振方(19930100)。RASCH部分給分模式在科學知識理解之測量分析。測驗年刊，40，153-167。new window  延伸查詢new window
4.Kluwin, T. N.、Moores, D. F.(1989)。Mathematics achievement of hearing impaired adolescents in different placements。Exceptional Children，55(4)，327-335。  new window
5.黃桂君(19910300)。皮亞傑認知發展學說與聽覺障礙兒童認知能力之探討。特殊教育季刊，38，25-31。new window  延伸查詢new window
6.Craig, H. B.、Gordon, H. W.(1988)。Specialized cognitive function and reading achievement in hearing-impaired adolescents。Volta Review，90(6)，287-293。  new window
7.Johnson, R. C.(1989)。Mainstreaming? It all depends ...。Perspectives for Teachers of the Hearing Impaired，5(3)，12-15。  new window
8.McArthur, G. N.、Choppin, B. H.(1984)。Computerized diagnostic testing。Journal of Educational Measurement，21，391397。  new window
9.Tripp, A. W.、Barbara, S.(1986)。Hinsdale south high school: a view fronri the mainstream。Perspectives for teachers of the hearing impaired，5(1)，6-10。  new window
10.Wolk, S.(1984)。The moderating influence of student characteristics on the stability of reading and mathematics assdss-ment over a five-year period。Journal of Experimental Education，523(4)，234-239。  new window
11.Zwiebel, A. A.(1988)。Mathematics achievement of hearing-impaired students in different educational settings: a cross-cultural perspective。Volta Review，90(6)，287-293。  new window
12.Novak, J. D.(1988)。Learning science and the science of learning。Studies in Science Education，15(1)，77-101。  new window
會議論文
1.Titus, J. C.(1992)。The concept of fractional number among hearing-impaired student。Annual Conference of American Educational Research Association，(會議日期: 1992/04/20-24)。San Francisco, CA。  new window
2.許榮富、洪振方(1992)。科學知識能力變項的建構與診斷分析。中華民國第八屆科學教育學術研討會。國立高雄師範大學。553-582。  延伸查詢new window
3.Pollard, G.(1982)。Variables associated with the educational development of residential deaf children。Annual Convention of the American Psychological Association，(會議日期: 1982/08/23-27)。Washington, D C.。  new window
4.You, L.、Schallert, D.(1992)。Examining how propective teacher come to understanding two science constructs, evaperation and condensation, as a result of class discussion and textbook reading。1992 Annual Meeting of American Education Research Association。San Francisco, California。  new window
研究報告
1.Ragosta, M. R.(1985)。Identifying factors that predict deaf students* academic success in college。  new window
2.Rumelhart, D. E.、Norman, D. A.(1983)。Representation in memory。Arlington, Va：Office of Naval Research。  new window
3.Tatsuoka, K. K.(1991)。Boolean algebra applied to determination of the universal set of knowledge states。Princeton, NJ：Educational Testing Service。  new window
學位論文
1.翁素珍(1989)。國小六年級聽覺障礙學生數學能力之分析(碩士論文)。國立臺灣教育學院。  延伸查詢new window
2.洪振方(1994)。從孔恩異例的認知與論證探討科學知識的重建(博士論文)。國立師範大學。new window  延伸查詢new window
3.黃桂君(1995)。聽覺障礙學生分數減法演算歷程之診斷分析(博士論文)。臺灣師範大學。new window  延伸查詢new window
4.楊文金(1991)。形成假說技能試題之結構分析研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
5.李如鵬(1990)。聽覺障礙學生數學能力測驗之編製及其相關因素研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.Schank, R. C.、Abelson, R.(1975)。Scripts, plans, goals, and understanding。Hillsdale, N. J.：Erlbaum。  new window
2.National Research Council(1989)。Everybody counts: A report on the future of mathematics education。Washington, D. C.：National Academy Press。  new window
3.Wittrock, M. C.、Baker, E. L.(1991)。Testing and cognition。Englewood Cliffs, NJ：Prentice Hall。  new window
4.Bone, A. A.、Carr, J. A.、Daniele, V. A.、Fisher, R.、Fones, N. B.、Innes, J. I.、Maher, H. P.、Osborn, H. G.、Rockwell, D. L.(1984)。Promoting a clesr path to technical education。Washington, D. C.：Model Secondary School for the Deaf。  new window
5.Brodinsky, B.(1977)。Defining the Basics of American Education。Bloomington：The phi data kappa educational foundation。  new window
6.Clements, M. A.、Lean, G, A.(1987)。Discrete fraction concepts and cognitive structure。P. M. E.。  new window
7.Crocker, A.、Algina, J.(1986)。Introduction to classical & modem test theory。Holt, Rinefart and Winston。  new window
8.Kluwin, T.(1989)。Effective teaching of hearing impaired students in different environments。  new window
9.Martin, D. S.、Jonas, B. S.(1988)。Cognitive enhancement of hearing-impaired postsecondary students。  new window
10.Mertens, D. M.、Kluwin, T.(1986)。Academic and social interaction for hearing impaired high school students。  new window
11.Osberger, M. J.(1986)。Language and learning skills of hearing-impaired students: ASHA monographs number 23。  new window
12.Ronning, R. R.、Glover, J. A.、Conoley, J. C.、Witt, J. C.(1987)。The inference of cognition psychology on testing。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
13.Hambleton, R. K.、Swaminathan, H.(1985)。Item response theory: Principles and applications。Kluwer-Nijhoff Publisher。  new window
14.Jorgensen, D. L.(1989)。Participant observation: A methodology for human studies。Sage。  new window
圖書論文
1.Minsky, M. A.(1975)。A framework for representing knowledge。The psychology of computer vision。New York：McGraw-Hill。  new window
2.Behr, M. J.、Wachsmuth, I.、Post, T. R.(1985)。Tasks to assess children’s perception of the size of a fraction。Theory, Research, and Practice in Mathematical Education: Working Group Reports and Collected Papers, Fifth International Congress on Mathematical Education。University of Nottingham：Shell Centre for Mathematical Education。  new window
3.Delandshere, G.(1985)。Diagnostic assessment procedures。The international encyclopedia of education。Oxford。  new window
4.Thomas, R. M.(1983)。A model of diagnostic evaluation。Evaluation roles in education。London：Gordon & Breach。  new window
 
 
 
 
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