郝永崴秦永健2019-08-282015-7-112019-08-282012http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0597002208%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89956本研究旨在探究國中基本學力測驗實施後，數學教師的段考命題是否受基測試題影響而轉化。本研究採用內容分析法，透過數學認知能力，即「概念理解」、「程序執行」、「問題解決」三向度，分析基測數學試題與學校教學評量數學試題之分布情形，並比較兩類試題之異同，歸納教師的數學試題如何受基測數學試題趨勢之影響。另外，也觀察研究場域的希望國中的1403位畢業生，其段考學習成就與基測成績的相關情形，來瞭解兩者之間的關係。研究並經由與訪談對象之對談，了解學校教師之觀點，分析教師在命題過程中如何受基測影響。 綜合研究之發現與討論，得出以下結論： 一、在數學認知能力，基測與學校內的評量試題的相同點是：均以「概念理解」和「程序執行」所佔比例最多，但教學評量比基測試題在兩種認知向度所佔比例較為高；兩者在「問題解決」向度的試題比例最少，但基測較教學評量為高。基測試題在九年一貫課程實施後，在「概念理解」和「程序執行」向度上，與校內的評量有互為消長的情形。 二、學校內的評量試題與基測成績具有高度相關，顯示學校教師實施評量，有助培養學生的數學認知能力。 三、學校內教學評量試題的命題，受基測試題命題的影響。但無論考試類型如何轉變，教師的命題皆以達成教學目標為主。 根據研究結論，作者分別提出對數學教師、教育主管機關與未來研究方向作出建議，期望完善的基測或其他大型測驗，能為「考試領導教學」的現象帶來正向影響。The purpose of the study was to investigate how the Basic Competence Test (BCT) influenced the mathematics teachers’ monthly exam proposition after the BCT was carried out. The study adopted the research method of content analysis. According to the three dimensions of the mathematical cognitive abilities-- conceptual understanding, procedure knowledge and execution, and problem solving, it aimed to analyze the distribution and compare the similarities and dissimilarities of the mathematics questions between BCT and the school examinations, and conclude how BCT influenced the school teachers’ questions of the instructional assessments. In addition, the study also observed the 1403 students in Hope Junior High School and explored the relationship between their mathematics learning achievement in the school examinations and the grades of BCT in order to understand the mutual relationship . Besides, the study applied interviews to understand the mathematics teachers’ perspectives and how they changed by the BCT in the process of formulating questions for a test or examination. The findings and discussions are summarized as follows: 1. On the mathematical cognitive abilities：to compare the BCT questions and the questions ofschool mathematics instructional assessments, the similarity is the ratios of conceptual understanding and procedure knowledge and execution are the most, but the latter is much higher than the former on the two dimentions . Both ratios of problem solving arethe least, but the former is much higher than the latter. After the nine-year integrated curriculum is implemented, the two dimensions of conceptual understanding and procedure knowledge and execution are interacted in the situation of growth and decline between the BCT and the school instuctional assessments. 2. The relation is quite significant between mathematics instructional assessments and the grade of the BCT, and which reveals that school teachers implement instructional assessments which benefit developing the students’ mathematical cognitive abilities. 3. In formulating the questions for the school instructional assessments, teachers are influenced by the BCT propizition. But no matter how the types of examintions change, the teachers’ propizition always want to achieve the goals of teaching. According to the results, the suggestions were provided for mathematics teachers, Educational Controlling Organization, and the directions of the future research by the writer. It was expected that the well-reformed BCT and the other large-scale assessments will bring the positive effects for the phenomenon of “exam-oriented teaching”.基本學力測驗數學學習領域數學教學內容分析the Basic Competence Testmathematical learning areamathematical teachingcontent analysis