國小學生多元解題學習策略運用能力簡要量表之發展與其學習輔導應用研究

The Development of Parsimony Multiple Learning Strategies Using Ability Scale in Word Problem Solving and Learning Guidance Applications for Primary School Students

因應研究實務經驗、國小學生專注力有限、學習輔導需要，針對國小學生與解題領域發展題數精簡、不造成填答負擔、實施便利之精簡多元解題學習策略運用能力評估工具有其必要性。故本研究透過文獻整合歸納、專家審閱、試作預試編製簡要量表以實測評估前述能力，並作為學習輔導工具，提出對應學習輔導規劃。經對嘉義縣市國小學生施測量表後分兩群進行含信效度交叉驗證在內之各項分析，結果發現量表鑑別力、信效度良好，內含認知、後設認知、動機歸因三分層面，不同解題表現學生之解題認知、動機歸因策略運用能力具真正差異。再針對後27%解題表現低分組學生量表T分數分類後，依其表現剖面提出學習輔導重點及方案規劃。故簡要量表品質良好並具使用實效。

For the needs of research practice, primary school students' limited attention, learning guidance. It is necessary to develop the parsimony multiple learning strategies using ability scale (PMLSUAS) in word problem solving (WPS) for primary school student. So, this study developed PMLSUAS by literature and peer reviewing, pilot testing and try out as a learning guidance instrument to assess and analyze the using ability of learning strategies in WPS for primary school students. Then, according to the results, it can produce learning guidance program respectively. All subjects were composed of primary school students from Chiayi county and city of Taiwan, who were tested by PMLSUAS. The data were divided into two clusters for taking cross validation statistical analyses randomly. Regarding the item analysis, the critical ratio, item-sub and item-total correlations were strong, regardless of whether it was a single item, a sub-scale, or a whole. The validity analysis produced a number of factor structure matched the one factor dimensions (WPS learning strategies using ability) and three facets (cognitive, metacognitive, motivational-attributional learning strategies using). The KMO, variance proportions of factor extraction and the model fitness were positive. Three factor’s facets were correlated with each other. The reliability analysis produced a positive α coefficient and the composite reliability was positive in each facets and whole scale. The ability of cognitive and motivational-attributional learning strategies using were significantly different in WPS learning strategies for individuals with differing word problem solving performances. Next, classifying the T score of WPS learning strategies ability for low performance student (bottom 27%), and gaining cluster characteristics and learning guidance directions. Then, proposing the main points and projects of learning guidance based on that. Finally, based on the results were mentioned above, the parsimony multiple learning strategies using ability scale (PMLSUAS) was a qualified and practical effective instrument in learning strategies assessment.