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研究生: 吳煥昌
Wu Huan Chang
論文名稱: 高工機械製圖科學生空間能力與展開圖學習成就之相關研究
A study of the Relationship between the Performances of Spatial Ability and Learning Achievement of Development Drawing in the Mechanical Drawing of Vocational High School Student
指導教授: 康鳳梅
學位類別: 碩士
Master
系所名稱: 工業教育學系
Department of Industrial Education
論文出版年: 2001
畢業學年度: 89
語文別: 中文
論文頁數: 161
中文關鍵詞: 空間能力展開圖學習成就表現
英文關鍵詞: spatial ability, learning achievement of development drawing
論文種類: 學術論文
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  • 本研究旨在探討不同性質、地區學校的男、女生之機械製圖科三年級學生在「空間能力量表」及「展開圖學習成就量表」表現之差異,並進一步探討兩者間之相關性。
    本研究採用描述研究方法,並透過「空間能力量表」及「展開圖學習成就量表」等測量工具,蒐集高工機械製圖科學生的空間能力及展開圖學習成就表現,及其間之相關等資料。
    本研究以台灣省、台北市及高雄市之高工設有機械製圖科的28所學校中,抽取27.4%共九所學校之機械製圖科學生共616名為研究對象,回收有效卷共608份,回收率98.7%。
    本研究研究獲得之資料以:獨立樣本平均數(t考驗)、單因子變異數分析(F考驗)、薛費事後比較及Pearson積差相關等統計方式進行分析。研究所得之結論如下:
    壹、不同背景因素之學生在「空間能力量表」表現之差異情形
    一、公立學校學生在「空間能力量表」之表現優於私立學校學生之表現。
    二、北部地區學校學生在「空間能力量表」之表現優於中、南部地區學校學生之表現。
    三、男生在「空間能力量表」之表現優於女生之表現。
    貳、不同背景因素之學生在「展開圖學習成就量表」表現之差異情形
    一、公立學校學生在「展開圖學習成就量表」之表現優於私立學校學生之表現。
    二、中部地區學校學生在「展開圖學習成就量表」之表現優於北、南及東部地區學校學生之表現。
    三、男生在「展開圖學習成就量表」之表現優於女生之表現。
    參、學生在「展開圖學習成就量表」及「空間能力量表」之表現存在顯著正相關。
    最後綜合上述結論,分別從教師個人、學校行政、教育行政主管單位及後續研究等四方面,提出具體建議。

    This study explored the relationship between the performances of Spatial Ability Scale (SAS) and Development Drawing Achievement Scale (DDAS) with the factors of the school types (public and private), school locations (north, west, south and east), and student sex (male and female).
    The descriptive research methodology was used. The performances of 'Spatial Ability Scale' and 'Development Drawing Achievement Scale' were used as research instruments in this study.
    The samples consisted of 616 students on the third grade at 9 technical high schools (27.4% of 28 technical high schools with Mechanical Drawing in Taiwan). There were 608 effective questionnaires, and the effective return rate was 98.7%.
    Data about Engineering Drawing's students' performances of spatial ability and achievement of development drawing were gathered. Data in this study were analyzed by mean value, t-test, one-way ANOVA, Sheffe's posteriori comparison and product-moment correlation. The main findings were as followed:
    1. The differences of students' performance in Spatial Ability Scale(SAS).
    A. Public school students' performance in SAS had significantly higher than private school students'.
    B. North school students' performance in SAS had significantly higher than west and south school students'.
    C. Male students' performance in SAS had significantly higher than female.
    2. The differences of students' performance in Development Drawing Achievement Scale (DDAS).
    A. Public school students' performance in DDAS had significantly higher than private school students'.
    B. West school students' performance in DDAS had significantly higher than north, south and east school students'.
    C. Male students' performance in DDAS had significantly higher than female.
    3. Students' performances between SAS and DDAS had a significantly correlation.
    Finally, based on the conclusion above, this study provided several concrete suggestions for reference to teachers, schools, educational administration, and afterward researcher.

    目錄 中文摘要……………………………………………………………….I 英文摘要………………………………………………………………III 目錄………………………………………………………….…..….…V 圖目錄……………………………………………………….…….…VII 表目錄……………………………………………………………..…VII 第一章 緒論………………………………………………………….1 第一節 研究背景與動機…………………………….………….1 第二節 研究目的與待答問題…………………………………..3 第三節 研究方法………………………………………………..5 第四節 研究範圍與限制………………………………………..6 第五節 名詞釋義………………………………………………..7 第二章 文獻探討…………………………………………………….9 第一節 智力的意義與相關理論……………………………….10 第二節 空間能力…….…………………………………………21 第三節 展開圖….………………………………………………38 第四節 物體辨識及立體的轉換………….……………………42 第三章 研究設計與實施……………………………………………49 第一節 研究架構…………………………………………….…49 第二節 研究對象………………………………………….……50 第三節 研究工具……………………………………………….53 第四節 研究實施……………………………………………….69 第五節 資料處理……………………………………………….72 第四章 資料分析與討論……………………………………………73 第一節 研究樣本基本資料分析…………………………….…73 第二節 不同背景因素的學生在「空間能力量表」表現 之差異分析……………………………………………75 第三節 不同背景因素的之學生在「展開圖學習成就量 表」表現之差異分析…………………………….……84 第四節 機械製圖科三年級學生在「空間能力量表」 與「展開圖學習成就量表」表現之相關分析…….…92 第五節 綜合討論……………………………………………….95 第四章 結論與建議………………………………………………….99 第一節 結論……………………………………………..….….99 第二節 建議…………………………………………….…..…104 參考文獻 中文部分………………………………………………….….…..109 英文部分………………………….…………………….…..……112 附錄 附錄一 協助量表施測教授公函.…………………….………..119 附錄二 「空間能力量表」初稿.…………………….………..121 附錄三 「展開圖學習成就量表」初稿………………………143 附件四 高工機械製圖科學生空間能力與問題解決能力提昇 之研究訂定「交線與展開能力內涵」會議會議記錄156 附件五 高工機械製圖科學生空間能力與問題解決能力提昇 之研究「交線與展開」教學策略專家會議會議記錄159 附件六 「展開圖學習成就量表」文字測驗部分雙向細目表161 圖目錄 圖2-1-1 Vernon的智力層次論………………………………………13 圖2-1-2 Guilford的智力結構模型…………………………………..15 圖2-2-1 Eliot空間能力測驗的分類…………………………………27 圖2-2-2 Shepard & Metzler之積木旋轉範例……………………….29 圖2-2-3 Bayley之智力成長理論曲線……………………………….31 圖2-2-4 空間能力與年齡成長關係之橫斷研究和縱貫研究曲線….32 圖2-2-5 虛擬實境與空間能力增加的關係………………………….35 圖2-3-1 將物面展平………………………………………………….38 圖3-1-1 研究架構圖…………………………………………………..41 圖3-4-1 研究步驟流程圖……………………………………………..71 表目錄 表2-2-1 WAIS-R量表非語言智商的五個測驗及其能力內容…..….27 表3-2-1 樣本學校數分配表…………………………………………..51 表3-2-2 樣本人數分配表……………………………………………..51 表3-2-3 研究樣本回收概況統計表…………………………………..52 表3-3-1 空間感觀能力之項目分析表………………………………..55 表3-3-2 空間立體旋轉能力之項目分析表…………………………..56 表3-3-3 二度空間旋轉能力之項目分析表…………………………..57 表3-3-4 交線空間能力之項目分析表………………………………..58 表3-3-5 展開空間能力之項目分析表………………………………..59 表3-3-6 空間能力量表之信度分析表………………………………..60 表3-3-7 空間能力量表之輻合性效度分析相關矩陣表…..….……...61 表3-3-8 是非題文字測驗(一)之項目分析表……………………..62 表3-3-9 選擇題文字測驗(二)之項目分析表………………….….63 表3-3-10 平行線展開法之項目分析表………………………………64 表3-3-11 射線展開法之項目分析表…………………………………65 表3-3-12 三角形展開法之項目分析表………………………………66 表3-3-13 展開圖學習成就量表之信度分析表………………………67 表3-3-14 展開圖學習成就量表之輻合性效度分析相關矩陣表…....68 表4-1-1 公私立學校基本資料統計表………………..………………73 表4-1-2 學校區域基本資料統計表…….………...…..………………74 表4-1-3 學生性別基本資料統計表…………………..……...……….74 表4-2-1 公私立學校的學生在「空間能力量表」表現 之差異分析表………………………………………………77 表4-2-2 北、中、南、東部區域學校的學生在「空間 能力量表」表現之成績分布表……………………………80 表4-2-3 不同區域學校的學生在「空間能力量表」表 現之差異分析表……………………………………………81 表4-2-4 男女生在「空間能力量表」表現之差異分析……………..83 表4-3-1 公私立學校的學生在「展開圖學習成就量表」 表現之差異分析表…………………………………………86 表4-3-2 北、中、南、東部區域學校的學生在「展開圖 學習成就量表」表現之成績分布表………………………88 表4-3-3 不同區域學校的學生在「展開圖學習成就量表」表現之 差異分析表…………………………………………………89 表4-3-4 男女生在「展開圖學習成就量表」表現之差異分析表…...91 表4-4-1 「空間能力量表」與「展開圖學習成就量表」 的相關矩陣表…………………………………………..…….94

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