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國小數學素養長期追蹤

A longitudinal study on mathematics literacy of elementary school
  • 資料類型

    研究計畫

  • 計畫編號

    NAER-2019-077-A-1-1-E1-12

  • GRB編號

    PG10811-0080

  • 計畫名稱

    國小數學素養長期追蹤 A longitudinal study on mathematics literacy of elementary school

  • 整合型計畫名稱

    中小學生成就長期追蹤評量(TASA-L)

  • 所屬計畫

    子計畫十二

  • 計畫主持人

    曾建銘

  • 經費來源

    國家教育研究院

  • 執行方式

    自行研究(本院經費-本院人員)

  • 執行機構

    國家教育研究院

  • 執行單位

    測驗及評量研究中心

  • 年度

    2019

  • 期程(起)

    2019-08-01

  • 期程(迄)

    2025-12-31

  • 執行狀態

    執行中

  • 關鍵詞

    數學素養,十二年國民基本教育,國小,評量

  • Keywords

    Mathematic core competence,12-year Compulsory education program,Elementary school,Evaluation

  • 研究主軸

    中小學生成就長期追蹤

  •   本研究是以六年的時間進行研究,研究目的包含擬訂97與108課綱(national curriculum) 四~六年級學生數學素養 (Core Competencies)導向之評量架構與開發 97與108課綱四~六年級學生數學素養導向之評量試題。我國從108 學年度,依照不同教育階段國民小學、國民中學及高級中等學校一年級起)逐年實施「十二年國民基本教育課程」(108課綱),課程設計、教師教學與學生學習都將根據十二年國民基本教育課程綱要來編製、教授與學習,以達成教學目標,但要如何檢驗學生學習成果與教師教學成效是否有達成教學目標,則有賴有效的評量。本研究擬以四~六年級的學生為主,探討符合97與108課綱之需求下,以素養為核心之數學領域課程綱要如何轉換成評量架構,以檢視學習成效? 數 學素養導向的評量應如何設計,才能有效評量數 學素養? 本研究目標主要是研擬四~六年級數學核心素養評量架構與試題為主,並擬抽樣同一批修習97課綱學生與另一批修習108課綱學生進行長期追蹤。

  •   This study is six-year research project which aims to design the assessment framework of four-grader’ to six-grader’ mathematic core competence for the 108 National Curriculum, and to devise assessment items. The 108 Curriculum, which serves as guideline for the 12-year Compulsory Education program, is to be implemented in the fall of 108, starting with first-graders in primary schools, junior high schools, and high schools. Until then, course design, school teaching and student learning will all be censored to conform to the 108 Curriculum in effort to achieve its academic goal, but concerns for effective evaluation of school teaching and student learning will eventually come down to a reliable assessment. This study focuses on the fourth-graders to sixth-graders and explores how the core competence in mathematics as required in the 108 Curriculum could be transformed into an assessment framework so as to examine learning results, how should the assessment of mathematical literacy orientation be designed to effectively assess mathematical literacy? The purposes of this study should probe into the making of the mathematical core competence assessment framework and to develop the test items for mathematical core competence and background surveys. It is also planned to sample the same batch students taught by 97 Curriculum and conduct a long-term follow-up with another group students taught by 108 Curriculum.

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