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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14625

Title: 國中理化課室試行歷程檔案之行動研究
Implementing Portfolio Assessment in Junior High School Physical Science Class-An Action Research Approach
Authors: 范淑惠;段曉林
Contributors: 科學教育研究所
Keywords: 行動研究;物理科學評量;檔案評量;學習動機;學習成就
Action research;Physical science assessment;Portfolio assessment;Learning achievement;Learning motivation
Date: 2006-01
Issue Date: 2012-11-22T07:44:59Z
Publisher: 彰化師範大學科學教育研究所
Abstract: 本研究旨在探究國中理化課室實施歷程檔案評量之情形與學生經由歷程檔案評量之學習成效。研究對象為研究者任教的國二美術資優班,研究者進行歷時七個月的行動研究,透過動機問卷、晤談等資料的歸納、比較、統計分析,探討個案班級實施歷程檔案評量時所面臨的問題,研究者的解決策略與執行結果,探究學生在認知與情意向度的學習成效,並了解學生對歷程檔案評量的觀感。本研究進行歷程檔案評量初期面臨學生歷程檔案不完整、學生未能按時繳交歷程檔案學習作品,以及歷程檔案與學習作品呈現內容與方式粗糙的問題。另一向度的挑戰是就研究者而言,必須提升歷程檔案評量的時效性問題。研究者透過課堂上與全班分享、展示同學成品,並於批閱歷程檔案或學習作品時,針對個別作品提供研究者的建議,以幫助學生完成完整且符合教師期許的歷程檔案。面對個案班級嚴重的缺交作業風氣,研究者於教學中提示學習作品的主題,以校規獎懲作品未繳交的學生,研究發現歷程檔案學習作品於每二至三星期定期繳交,有助學生按時繳交作品,且分散教師批閱歷程檔案的壓力,經由同儕互評進行歷程檔案整體性評量亦為有效率的評量方式。為了讓歷程檔案內容更加豐富與多樣性,研究者致力於鼓勵學生以不同的型態呈現學習作品,學習作品的呈現雖仍以文字表達為主,但學習作品內容已出現繪圖輔助。
The purposes of this study were to report how a physical science teacher using action research to implement portfolio assessment, and to investigate the effect of portfolio assessment on students' cognitive and affective learning. The subjects of this research were a class of 8th graders with the gifted and talented in the fine-arts field. The action research lasted for seven months, data collected in the study included questionnaires, classroom observation, interviews and students' document. In the beginning of implementing portfolio assessment, researcher faced two types of problems: one related to students, another related to researcher's concern. Problems related to students were: lacking of completing portfolios, being late to hand in their works of the portfolio, and displaying lots of coarse methods and messy content. Problem related to researcher was how to implement portfolio assessment in efficient way. Solutions for the above problems were: displaying students' good works, sharing their ideas with one another in the class, and giving suggestions or correcting students' portfolio. As to the problem that too many students' wouldn't hand in their works, the researcher tried to point out the themes of their portfolio, to discipline those students who didn't hand in their works according to the school regulations. Research found out the period for students to turn in their portfolio were every two or three weeks. This time period could help both students to write complete tasks and teacher to reduce grading burden. Having peer to evaluate each other's portfolio could also increase the efficiency of implementing portfolio assessment in the class. In order to help students generate diverse and abundant portfolio, researcher encouraged students to present their works in different styles. As a result, though most of students' works still used writing to present their ideas, some students would aid painting in their works.
Relation: 科學教育, 13: 52-72
Appears in Collections:[科學教育研究所] 期刊論文

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