應用S-P分析模式診斷學生數學計算能力－－以聽障學生分數減法學習為例

Applications of Student-Problem Analysis to Mathematics Performance Diagnosis

本研究以日本學者佐籐隆博（Takahiro Sato）所提出的學生與試題分析表（簡稱S-P表），做為本研究中診斷分析模式架構的主軸，此分析法的統計數直接得自學生答題的原始資料，可同時獲得試題與個別學生之得分組型。本研究以分數減法為素材，採用222名聽覺障礙學生與485名普通學生為研究對象，以本研究所建構之「S-P分數演算法則歸類系統」，對兒童個別的演算歷程加以分析，同時對兒童常見與特殊的演算法則有深入的描述。研究結果顯示，聽障組與普通組學生試題內容成份參數間的變異，以及學生所呈現之演算法則的次數分配，均反應出兩組學生能力差異的狀況。因此，本研究建構之「S-P演算法則診斷分析模式」可有效歸納聽障組與普通組學生演算分數減法所使用的法則，真實地反映其答題基模變動的現象，並達成微觀診斷的目的。

Subjects of this study, including 222 HI students and 485 NH students, were analyzed based on the psychometrics of 'S-P Cognitive Diagnostic Model' which is used to obtain the common and idiosyncratic operation used by HI students The 'Analyzing System for Fraction Subtraction Operation Strategies' used in the study generates an S-P chart (Takahiro Sato) in order to obtain the common and idiosyncratic operation strategies used by students. The result of the study showed the frequencies of the computation rules reflected differences between both groups. Thus, the 'S-P Cognitive Diagnostic Model' constructed in this study classified the rules utilized by HI and NH students when performing fraction subtraction and reflected the changes of schema when responding to questions. Consequently, the objective of micro diagnosis was achieved.