臺灣博碩士論文加值系統

本研究旨在發展四項專題活動及其對應的評量設計，以實徵檢視國小數學專題學習的效益。專題活動主要採合作方式進行，每組人數在四人上下，每項專題進行八週，依序分別有三至十二組不等的學生參與，部分學生連續參與兩期以上的專題學習。研究所蒐集的資料主要為學生小組或個人在專題學習歷程的作業及相關效標表現，家長和學生的訪談語錄及研究者的教學日誌等。研究樣本包含國小學生一到五年級，大致按年級分組。為研究效益客觀的探討，研究中同時依第四期學生年級、性別及學習能力特徵，配對組成四十名控制組學生，作為校標變項參與討論的依據。每一項專題活動歷程學生須完成計劃書初稿、計畫書定稿、探討結果書面及其口頭報告等四項作業。研究中由兩位評定者評定學生四項作業的表現，並由書面作業分析學生在專題學習歷程中呈現的數學性、準確性、邏輯性、豐富性、精鍊性及其創新性六種認知能力，以初步評估單一專題學習的進展。研究結果分為三個部分呈現，（一）專題活動各項評量設計的心理計量特徵；（二）專題學習活動效益的探討；及（三）專題實務執行的建議。

就本研究研發專題評量設計的心理計量特徵而言，有關小組作業表現，評分者之間的一致性在.60至.90之間，四項作業間的相關在.80左右，討論能力與作業的相關在.40至.50上下，組內討論與作業數學性的相關為.57。大致而言，評分者之間一致性尚稱合理，作業間表現的相關也符合構念邏輯。若專題活動以個人為分析單位，各項表現與標準化數學能力測驗的相關在.50以上，專題學習經驗對數學能力和在校數學成績也呈現顯著的增益預測力（incremental validity，依序為4 % 和6 %）。八位參加三期專題活動學生的成長剖面同時實質支持專題學習的積極效益。就參與兩期學生的成長對照，第四期學生討論和日誌的表現也略優於第三期。研究最後透過學生與家長的訪談，及研究者的反思，為後續國小數學專題學習經營提供具體的建議。

This study is to develop four investigating activities and their corresponding assessment designs to examine the effects of collaborative mathematics project-based learning in elementary schools. Each group consisted of four students or fewer. Each project was undertaken about eight weeks . There were about three to twelve groups for each project. Some of the students attended more than two projects. The performances on the group’s and individual’s part, records of interviewing the students and their parents, and researchers’ reflections in the teaching journals were analized. The subjects included were ranging from first graders to fifth graders. A control group of 40 students was formed to mirror the students in the fourth term, based on the grade, sex, and ability level. For each project, the students should finish four assignments，which are main idea, project plan, written and oral reports of the results. Two raters rated the students’ performance. The results of study were organized in three parts: (1) the Psychometric characteristics of assessment designs for the project-based learning, (2) learning effects of PBL of theme learning activities, and (3) suggestions for PBL implementation.

In terms of the characteristics of PBL assessment mental quantitative designs, the inter-rator reliability coefficients was between .60 to .90, the correlation between the four assignments was about .80, the correlation between discussion ability and written assignments was between .40 and .50, and the correlation between group discussion and mathematical thinking of the assignments was .57. Generally speaking, the inter-rator reliability coefficients was reasonable, and the correlation between the four assignments was logical. In the case of analyzing on individual’s performance in PBL, the correlation with standard mathematical ability tests was above .50. For predicting mathematical performance，the incremental validity of PBL experience was also significant (about 5%). The growth profile of eight students participating in three terms’ PBL activities also suggested the positive learning effects. Their performances of the fourth term were better than the third term, either in oral discussions or journal writing. Concrete suggestions and rules of thumb were provided for future mathematical PBL learning implementation.

第一章 緒論 1
第二章 文獻探討
第一節 專題學習的意涵與理論 5
第二節 數學課程改革與數學專題學習 11
第三節 專題學習的課程與評量設計 18
第三章 研究方法與步驟 33
第四章 研究結果與討論 45
第一節 專題活動設計與評量發展 45
第二節 數學專題學習小組評量設計心理計量特徵 82
第三節 數學專題學習效益探討 97
第四節 專題學習家長與學生的訪談 110
第五節 行動研究者的專業成長 131
第五章 結論與建議 137
參考文獻 141
中文部分 141
英文部分 144
附錄 146
附錄一 專題學習學生書面報告 146
附錄二 家長訪問紀錄 171
附錄三 學生訪談記錄 196
附錄四 教師教學日誌 205

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