國小二步驟四則混合文字題解題歷程技巧學習診斷評量之編製發展與實測分析研究

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dc.contributor.author許家驊zh_tw
dc.contributor.authorChia-Hua Hsuen_US
dc.date.accessioned2019-08-12T04:50:58Z
dc.date.available2019-08-12T04:50:58Z
dc.date.issued2016-12-??
dc.description.abstract本研究參照文字題解題歷程成份技巧並搭配各版本二步驟四則混合單元主題學習內容題型結構分析後編製評量，採合目標與叢集取樣並依各版本單元學習不同出現時間抽取嘉義縣市三四年級學生954 人，施測後分兩群並依解題技巧及題型向度分別進行分析（含信效度交叉驗證）。主成份分析、試探性與驗證性因素分析發現二因子技巧結構（基本解題及數量辨識）、二因子題型結構（二步驟四則相同及不同運算程序混合），且構念效度及效標關聯同時效度均屬良好。此外信度及鑑別力亦均良好。而不同解題表現學生之解題技巧及題型實測表現均具顯著差異，其剖面訊息亦具診斷處方功能。zh_tw
dc.description.abstractThe theme of this study was to develop the Process Skills Diagnostic Assessment (PSDA) for two-step word problem of four-algorithm compounded through componential and content analyses. Subjects were composed of 954 third graders from Chiayi by convenient and cluster sampling. They were administered the PSDA. The results of analyses showed good validity, reliability, and discrimination power. Finally, it provided group comparisons, diagnostic profile and prescriptions.en_US
dc.identifier5CFE41D0-2A1D-B024-22B0-A7B0FB0B0039
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80846
dc.language中文
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation48(2)，185-209
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other文字題解題學習評量zh_tw
dc.subject.other文字題解題學習診斷處方zh_tw
dc.subject.other文字題解題歷程技巧zh_tw
dc.subject.otherassessment of word problem solving (WPS)en_US
dc.subject.otherdiagnosis and prescription of WPSen_US
dc.subject.otherthe process skills of WPSen_US
dc.title國小二步驟四則混合文字題解題歷程技巧學習診斷評量之編製發展與實測分析研究zh-tw
dc.title.alternativeThe Development and Analysis of Process Skills Diagnostic Assessment for Third Graders’ Learning on Word Problem Solvingzh_tw

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