運用工學模式分析與表徵合作解題評量研究

A Study on Applying Mathematical Modeling to Analyze and Characterize Collaborative Problem-Solving Assessment

何慧群(Hui-Chung Ho)；阮逢選(Phung Tuyen Nguyen)；阮福海(Phuoc Hai Nguyen)；范德孝(Duc Hieu Pham)；永井正武(Masatake Nagai)

合作解題評量 ； 電腦介面代理人 ； 鷹架功能 ； 創意思維 ； 數理工具 ； Collaborative Problem-Solving ； Computer Agent ； Scaffolding Function ； Creative Thinking ； Mathematical Modeling

測驗統計年刊

22期_下（2014 / 12 / 01）

23 - 50

繁體中文

2015年，PISA施行合作解題評量，透過電腦介面代理人（Computer Agent）進行線上（Online）小組評量。研究目的：（1）合作解題要素涵蓋認知技能、知識素養與團體動力；（2）解題歷程透過小組進行題旨辨識、認知理解、概念澄清、操作示範、結果共識、答辯論述；（3）評量檢核指標是心智運作、鷹架功能、創意思維、發明發現。研究工具：（1）運用關係矩陣發展概念要素關聯結構，（2）結合數理工具（Mathematical Modeling）與圖學論進行結構分析。研究貢獻：（1）發展教育表徵新範式，（2）結構分析視覺化。

In 2015, PISA plans to conduct collaborative problem-solving assessment, combined with a computer agent and online interactive assessment in group. This study aims: (1) To illustrate elements to problem-solving are cognitive strategies and intellectual cultivation and team dynamics; (2) To define Collaborative problem-solving is processed through defining the theme of questions, cognitively understanding, redefining, discussing, collecting opinions, organizing how to express and answer or debate questions; (3) To refer the checking indicators of collaborative assessment are mental operation, scaffolding function and creative thinking. Research tools are as below: (1) Relationship-forming of conceptual elements by relation matrixes; (2) Diagraph-leveled structures analysis by using mathematical modeling and graph theory. Research added value is as below: (1) developing the representative paradigm of new educational thinking, (2) the analysis of visualized conceptual structures which are able to be processed emphatically and particularly.

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