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1、闪立台湾邮扼丸睪教克心理羯*6專學命DOARTMEHTOFEOUCATIONALPSYCHOLOGYANDCOUNSELINGWIOU^lTAIWANNORMALIIMSifRHITY187HORNGERDSEC1.TWFflTAIW^10CRfPUBOCOFCHNAtbio如ifii-uejdw琏州FWC卿班滩杵家胖老帥道席：台端投稿之大作「多階段動態坪童對国小學生數學辱閤促達與糕救蚁益Z分折研究」・經本學報埸審委貝會睿奄*建城小幅度修改如附件，並靖附頁首矩題（拌本学報璃約）:並已獲同意刊整・谨
2、此通知“黑此順頌時綏國立台灣蚌大學戟育心理学叔編暮委HF41DAZPDMPSdynamicassessmentassistedassessmentstaticassessmentlearningpotentialHaywoodBrownWingenfeld19901991LidzinterventionprocessesofmetacognitionmodifiabilityproducttargetFeuersteinRandJensenKanielTzuriel1987AssessmentDe
3、viceMediationalAssessmentLearningPotentialCampioneBrown1987GraduatedPromptingAssessmentVyeBumsDeleosBransford19851987AContinuumofAssessmentModelDevelopment,ZPDVygotsky1978ZoneofProximal8687a87b898384Ferrara,1987;Ferrara,Brown,&Campione,1986;Gerber,Sem
4、mel,&Semmel,1994;Jitendra,1991;Jitendra&Kameenui,1993a;Jitendra&Kameenui,1993b;Jitendra&Kameenui,1994;Jitendra&Kameenui,1996VyeBumsDeleosBransford19851987Glaser(1962)operationalrulesKintsch,1989;Kintsch&Greeno,1985;Mayer,1992;Montague,Warger,&Morgan,2
5、000operatororoperationGlaser1962Vygotsky1978334□■V)■V)IIII2-:I3・rii
6、2.I3・1.a.b.74*^■3.2.4.interventioncl.c2・5.()1・a.ZPDb・2.Fuson(1992)Greer(1992)26a.9122isomorphic36a.8622.866426154.8497Polya1957GarofeloLester1985Mayer1992MontagueApplegate1993Campione
7、Brown1987graduatedpromptinghierarchyLesterGarofeloKroll1989facilitatorofstudenfsmetacognitivedevelopmentmodelexternalmonitorneutral1203050543210I4432102342030532103242030532104142030203055321050420305020+30=50505105X5=101032100090effectsizePolya195713
8、3SPSSforwindow4127M=29.732,SD=7.453M+0.5SD5M+0.5SD&M6M&M-0.5SD5M-0.5SD&M-1SD4M-1SD&M-1.5SD4M-1.5SD31.5t5t276」54.56267.01***32.635.3326.487.30***P<.0015tp<.001effectsize.84Cohen1988.802.56544327(100%)021311.1211I27.41221311.1231127.4153311.126113.7073I
9、414.829113.70101127411112311.1212227.4117113.70145.209.2511.509.336.1512.192.491.710.588.024.56688.82%040.76%06.1525.93%10.7118.53%10.71-15.273.7%15.2711.12%ceilingeffect1.t77tt271.742.55263.55**25.073A223.33427**P<.017p<.01.41Cohen1988.20.502
