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國中小教師數學領域素養導向評量設計指標建構之研究 = Construction of the designing indicators for competence assessment in mathematics

方建良 國立臺南大學 教育學系課程與教學博士班 民110[2021]

Available at 府城總館  2F Reference books  (DC MCI 109008 )(GetIt)

  • Title:
    國中小教師數學領域素養導向評量設計指標建構之研究 = Construction of the designing indicators for competence assessment in mathematics
  • Author: 方建良
  • 國立臺南大學 教育學系課程與教學博士班
  • Subjects: 素養導向評量 素養評量設計指標 德懷術; competence assessment design indicators of competence assessment Delphi technique
  • Description: 本研究之目的在建構一套適合我國中小學數學領域素養導向評量設計指標，作為中小學教師於設計數學領域評量時之指引。素養導向評量的目標在於評測出學生實際的素養表現，故能與真實生活相結合，所學的知識與能力能充分的應用。本研究透過文獻探討、專家訪談、專家效度審定問卷以及德懷術等調查，建構出「數學領域素養導向評量設計指標」。 本研究建構產生之指標分為A：「知識層面」、B：「能力層面」以及C：「態度層面」三個主面向，三個主面向下各含3-4個次面向，總計有11個次面向，分別為A-1「學習重點」、A-2「概念化」、A-3「表徵數學物件」、A-4「數學基模」、B-1「探究理解」、B-2「操作及工具使用」、B-3「數學符號演繹」、B-4「情境問題數學化」、C-1「數學溝通」、C-2「推理及系統論述」、C-3「學習動機」。每個面向含有數項參考指標，總計有34項指標。 本研究建構之「數學領域素養導向評量設計指標」具備理論與研究的支持、符合我國中小學教學現況以及數學教師易於參考運用內涵與特性，可作為中小學教師在數學領域課程與教學中檢視教學成效時，一份可依循之評量設計指引。.
    The purpose of the research is to construct a set of competence Assessment design indicators suitable for the field of mathematics in primary and secondary schools in our country. That’s will be a guide for primary and secondary school teachers when designing assessments in the field of mathematics. The goal of competence assessment is to measure the actual literacy performance of students, so it can be combined with real life. The knowledge and abilities learned can be fully applied. This research constructs "the competence Assessment design indicators in the field of mathematics" through literature research, expert interviews, expert validity verification questionnaires, and Delphi technique. The criteria for the construction of this research are divided into three main aspects: A: "Knowledge level", B: "Ability level" and C: "Attitude level". Each of the three main facets contains 3-4 secondary facets, totaling 11 secondary facets. They are A-1 "Learning Focus", A-2 "Conceptualization", A-3 "Representation of Mathematical Objects", A-4 "Mathematical Models", B-1 "Inquiry and Understanding", B-2 "Operations and Tools" Use", B-3 "Deduction of Mathematical Symbols", B-4 "Mathematicalization of Situational Problems", C-1 "Mathematical Communication", C-2 "Inference and System Discussion", C-3 "Motivation for Learning". Each aspect contains several reference indicators, totaling 34 indicators. This "Mathematics Field Competence Assessment Design Index" constructed in this research has the support of theory and research, It is in line with the content and characteristics of the teaching site of primary and secondary schools in our country and easy reference for teachers. It can be used as a guide for Assessment and design for primary and secondary school teachers to follow when reviewing teaching effectiveness in curriculum and teaching..
  • Publisher: 博士論文--國立臺南大學教育學系課程與教學博士班.
  • Creation Date: 民110[2021]
  • Format: [12],268面 : 圖,表 ; 30公分..
  • Language: Chinese
  • Source: NUTN ALEPH
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