精熟學習方案對國小學童數學學業成就及數學自我觀念之影響(Ⅰ)

University of Taipei > 教育學院 > 心理與諮商學系 > 期刊論文 > Item 987654321/8097

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题名:	精熟學習方案對國小學童數學學業成就及數學自我觀念之影響(Ⅰ) Mastery Learaing on Achievement and Self-Concept in Mathematics of Elementary School Children
作者:	毛連塭;吳貞祥;楊瑞智;陳明終;陳麗華;張世彗
贡献者:	臺北市立教育大學課程與教學研究所
关键词:	精熟學習方案國小學童數學學業成就數學自我觀念
日期:	1990-06
上传时间:	2013-05-12 14:55:35 (UTC+8)
出版者:	臺北市：臺北市立師範學院
摘要:	本研究旨在探討布魯姆精熟學習方案對國小。其主要的研究結果，可歸納為下列幾點: 1．在數學教學意見調查方面:三組學童在第2.3.6.8.10.等題的人數百分比，有顯著差異;而在第1.4.5.7.9等題的人數百分比，差異未達顯著水準。 2.在數學學業成就方面：(1)「精熟學習組」、「一般教學+形成性測驗組」及控制組的數學學業成就後測得分，無顯著差異;(2)實施教學前後測的比較，「精熟學習組」、「一般教學+形成性測驗組」及控制組的數學學業成就變異量，有顯著下降的現象；(3) 「精熟學習組」、「一般教學+形成性測驗組」及控制組的數學科操作性評量後測得分，無顯著不同;(4)實施教學前後測的比較，「精熟學習組」、「一般教學+形成性測驗組」及控制組的數學科操作性評量變異量，有顯著降低的趨勢。 3．在數學自我觀念方面：(1)精熟學習組、「一般教學+形成性測驗組」及控制組的數學自我觀念後測得分，無顯著不同;(2)實施教學前後測的比較，則無顯著差異。 The purpose of this study was to explore the effects of Bloom's mastery learning upon the achievement and selfconcept in mathematics of elementary school children. The major findings of this study are as follows : 1.In the mathematics instructions : the proportions of the three groups of students who answered the questions 2, 3, 6, 8, 10, attained to significant difference, while in the questions 1, 4, 5, 7, 9, there were no significant difference. 2.In the cognitive domain : (1) the mathematics achievement of post-test scores of the three groups were no significant differences ;(2)the comparison between pretest and post-test, the variation of mathematics achievement of the three groups decreased significantly ;(3)the mathematics operational measurement of post-test scores of the three groups did not change significantly; (4)the comparison between pre-test and post-test, the variation of mathematics operational measurement in the E1, E2 group and the control group tended to decrease significantly. 3.In the affective domain :(1)the three groups in the post-test scores of mathematics self-concept showed no significant differences ;(2)the comparison between pretest and post-test, the mathematics self-concept of the E1 and E2 group was significantly positive; while the E2 and control group showee no significant difference.
關聯:	臺北市立師範學院學報，21期，頁1-30
显示于类别:	[心理與諮商學系] 期刊論文

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