電腦化漸進提示評量對學生2D技術課程學習成效與邏輯思考能力之研究   全文下載

Computerized Graduated Prompting Assessment of Students' Academic Performance and Logical Thinking in 2D Technical Courses

本研究旨在探討一般評量方式與漸進提示評量方式對於技職院校學生在電腦輔助製造2D課程之學習成效與邏輯思考能力的差異。本研究採不等組準實驗設計，以大學機械組學生為實驗對象，一般測驗評量組與漸進提示評量組各30人，並進行為期8週的實驗教學。本研究結果發現：一、漸進提示評量較一般評量方式更能有效提升學生的學習成效。二、漸進提示評量能促使學生對於課程建立正向的認知與學習態度；反之，一般測驗評量方式的單調性使學生的學習態度有負向發展的趨勢。三、兩種評量方式均會促進學生的邏輯思考能力，然而，不同評量方式之受試學生在邏輯思考能力上的表現卻無顯著差異。

The purpose of this research study was to investigate the difference between two different types of assessment of college students' learning performance and logical thinking ability in the context of the CAM (computer-aided manufacturing) curriculum. The study adopted a quasiexperimental design. Thirty students in technical CAM courses were divided into 2 groups and given an 8-week experimental course. The results of the study were as follows: (1) The graduated prompting assessment is more effective than the general testing assessment in raising students' learning performance; (2) The graduated prompting assessment procedure helps students to establish a more positive learning attitude; conversely, the general testing assessment may lead to a more negative learning performance; (3) No matter which assessment method was used, both appear to promote students' logical thinking ability, but any would significantly be no better than the other.