### 博碩士論文 102221009 詳細資訊

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(The feasibility of moving up the probability curriculum to grade eight in Taiwan)

 ★ 台灣與韓國之十二年數學課程比較 ★ 台灣與英國三角函數課程之教科書比較 ★ 以自迴歸模型分析神經元訊號間之因果關係 ★ 自由邊界的保角參數化在Matlab上實現 ★ 利用數值模擬探討各式干擾因子對兩電生理訊號因果關係判讀之影響 ★ 一個物件導向的數學概念學習與診斷工具 ★ 增加解析度的凌波演算法 ★ 提昇後的凌波函數與數值分析 ★ Helmholtz 方程與 Wavelet 迭代法 ★ 影像放大與直脊函數 ★ 雙正交凌波函數於血壓與 交感神經活性訊號分析之應用 ★ 中小學數學創意教學競賽實施之研究 ★ 血壓與交感神經活性訊號關係的數學模型 ★ 國中生胚騰推理與數學能力之相關性研究 ★ 台灣與日本之十二年數學課程比較 ★ 台灣與新加坡之十二年數學課程比較

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This study first explores the situation of the seventh grade students′ chances of spontaneous conception before they have accepted the formal probability course. We found that the concept of intuitive probability has been formed. However, because the skills of proportion required for the probability of operation is not completed in the seventh grade, this study explores the effectiveness of the expedition course in the eighth grade by experimental teaching activities.Therefore, the three research questions are: 1) Through the probabilistic course teaching, do eighth grade students have the ability to learn the national probability course? 2) If the tree diagram is used as the only method of probability teaching, is the probability learning effect improved? 3) What is the difference in learning outcomes between the eighth grade and the ninth grade after the probability teaching?
The samples of this study has about 350 students from four schools and are investigated by three tests, namely, "Pre-experience Diagnosis of Probability" and posttest and retentive test of the probability. The research tools are divided into four parts, which are pre-experience diagnosis of probability, teaching plan of probability, posttest and retentive test of the probability. The study used independent and paired sample t-tests and single-variant analysis (ANOVA) to analyze the significance of the scores of each test and to explore the correct answer rate for each test.

According to the research results, first, students have a certain concept of subjective probability and classical probability before they have taken the course of the probability. Second, according to the Grade 1-9 Curriculum Guidelines of the national primary and secondary schools, there is no difference in the learning outcomes of the eighth and nineth grade students on probability materials. Third, after the eighth grade students have experienced the tree diagram teaching, their probability learning has achieved results. Finally, basing on the research results, some suggestions are made in the future probability course.

★ 機率
★ 樹狀圖
★ 九年一貫課綱
★ 八年級

★ probability
★ tree diagram
★ Grade 1-9 Curriculum Guidelines

C-%20The%20research%20of%20taiwan%20education%20revolution%201.htm

MagArticle.aspx?Unit=columns&id=3058

teach.eje.edu.tw/data/files/class_rules/math.pdf

edu.tw/ezfiles/0/1000/attach/87/pta_5320_2729842_56626.pdf

(低年級)。新北市：台灣省國民學校教師研習會。

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