- 作者: 顏啟麟
- 作者服務機構: 國立台灣師範大學數學系
- 中文摘要: 有鑑於近年來我國教育改革如火如荼的展開,我們極需建立一套教育指標,來評定教育改革的成效。美國CIPSME(Committee on Indicators of Precollege Science and Mathematics Education)建議:任何教育指標之建立,應優先考慮學習進展指標之建立。又因社會大眾和決策單位大都使用學生的學習成就來評定學生學習進展的成效,因此如何評量學生的學習成就顯得特別重要。故此,本研究嘗試利用模糊數學理論,分析樣本學生的測驗成績,藉以建立國中數學概念的學習進展指標之評量計算模式。 進一步,本研究將提供一實際例子來說明此一評量計算模式及其演算法。在實際例子中,本研究透過大慧調查法擬定一評測問卷,其中包含40題以三角概念為主題的選擇題進行研究。樣本學生為大台北四所學校,其中包括國一、國二、國三和高一共359學生。另外,本研究也透過此一例子,示範如何解釋及如何應用所獲得的相關訊息。 因此,本研究主要目的有:以模糊數學理論,發展具有信度、效度的工具,以期協助我國國中數學概念學習進展指標之建立;提供如何解釋及如何應用此數學學習進展指標的相關訊息,讓教育決策單位能透過此指標來擬定適當的教育政策之參考。
- 英文摘要: Nowadays, the demand for more valid and reliable educational indicators has grownsignificantly as to monitor qualitative changes in the educational system over time. Asrecommended by the Committee on Indicators of Precollege Science and MathematicsEducation, the indicator of student learning progress should be given the highest priorityin developing of any educational indicator system. In fact, our society and educationalpolicymakers concern that the indicator of student learning progress should be based onachievement test scores. With this in view, the measuring method toward it is especiallyimportant. On the basis of fuzzy set theory and its algorithms, we, therefore, attempt todevelop a structural model for establishing the indicator of learning progress in math-ematics and propose an algorithm with it. Moreover, we provided an example, in a practical setting, to demonstrate how to usethe algorithm. The methodology we employed in the example was Delphi's technique.This ended up with a questionnaire consisting of 40 multiple choices about the conceptof triangle. The subjects involved were students from four randomly chosen high schoolsin the Taipei area. This gave us a total of 359 subjects, from 7th-grade to 10th-grade.Besides, we also demonstrate how to interpret and implicate those information providedby our example. Thus, the purpose of this study is to try to design a reliable and valid tool to helpwith the development of the learning progress indicator; and provide information of howto interpret and implicate the indicator as a reference to improve the quality of math-ematics education in Taiwan.
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