臺灣博碩士論文加值系統

網際網路不停的發展，而資訊教育也是。許許多多的人士都致力在發展網路的教學環境與相關研究。有著不同的研究對象、研究方法、研究主題。
本論文的主題在於探討：對於國小一、二年級的學童，剛開始接觸數學在逆運算觀念初萌芽時，提供給他隱藏性反向思考之提示，並且偵測此種提示對於受測者學習加、減法時所產生的影響。
本研究的主要工作與目的如下：
1.建構系統平台：
本研究中必須建立一個網路遊戲平台，且需保證在大量流量之下，還必須能夠穩定的運作。
因此，我們探討了幾種不同的負載平衡的策略，並比較其優缺點。
1.設計出題/學習順序與提示策略
從知識的建構，學習的方法，能力、技能與習慣的關係，學習路徑等相關的研究中，找出合適的策略，並對其不足的地方加以改進。
將國小一、二年級的教材，以技能的觀念來分類，並且訂定其先備技能之關係，構成一個完整的技能關係圖。
本研究將提出一個新的系統架構，以便能動態的改變受測者的學習路徑，以達到動態出題的目的。
2.設計一個實驗
本研究將設計一個實驗，來量測此種隱藏性提示對於受測者的影響。
在實驗中，將受測者分為實驗組與對照組。實驗組在做答完一題加法的題目之後，即馬上出一題以同組數字為題的減法問題，例如作答完2加3=5之後，就出一題5減3=2的題目。而對照組則是依照系統所預設之出題順序。最後以所有的作答結果來比較，此種隱藏性提示對於受測者是否有所影響。

關鍵詞：網路遊戲平台、學習路徑、反向思考、隱藏性提示

The Internet has been developing continuously and very rapidly, so is its use in education. Many researchers are devoting their efforts to the use of Web in changing the educational environments they are in. Each researcher may have a different objective, audience, and perhaps even methodology. The purpose of this thesis is to see whether first graders and second graders can benefit from the cue of implicit hints toward reverse thinking. More specifically, we want to see whether cues of this nature will have a significant impact on how the children learn to subtract when they are implicitly reminded about how they add.
This thesis is separated into several parts. They are, respectively, plat form design, learning path design, hinting strategy, and finally the experiment.
Regarding the issue of platform design, we inherited a Web-based gaming platform from a previous research. This platform is now further enhanced so as to be able to tolerate massive system usage, and we explored and compared several different load-balancing strategies in the process.
Regarding the issue of learning path design, we identified a pre-requisite relation among the various knowledge fragments according to the methods, abilities and skills that are embodied in the knowledge fragments. As a result, a much more refined system architecture is now in place. The system is capable of dynamically changing the learning path of the learner so as to achieve the purpose of automatic adaptation.
Regarding the issue of experimentation and hinting strategy, we designed the system in such a way so that we can measure the learner’s response to the implicit hints furnished by the system. We separate all learners into two groups - the experimental groups and the control group. Members of the experimental group are given subtraction problems that are closely related to the addition problems that they did earlier. For example, suppose the system just asked the learner the question “what is the result of 3 + 5?”. After the learner has successfully answered this question, the system then asks the learner “what is the result of 8 - 3?”. Members of the control group, on the other hand, are given subtraction and addition problems in a more or less independent way. The performance of the two groups will then be compared to see whether the implicit hinting strategy will have any effect on the performance of the experimental group.
Keyword : gaming platform, learning path, reverse thinking, implicit hint.

目錄
圖表目錄..............................................................................................................................6
第一章、緒論.......................................................................................................................7
1-1.背景...............................................................................................................................7
1-2.問題描述........................................................................................................................7
1-3.論文章節介紹.................................................................................................................8
第二章、相關理論基礎與研究..............................................................................................9
2-1.能力、技能與習慣..........................................................................................................9
2-2.情境導向........................................................................................................................10
2-3.近側發展區.....................................................................................................................10
2-4.鷹架理論........................................................................................................................10
2-5.改變型數學文字題........................................................................................................11
2-6.改變型文字題的錯誤偵測.............................................................................................12
2-7.改變型文字題錯誤偵測題目對應表...............................................................................14
2-8.Polya的數學解題理論...................................................................................................15
第三章、出題/學習順序與提示...........................................................................................16
3-1.技能(Skill)....................................................................................................................16
3-2.改良式條件通過學習路徑.............................................................................................21
3-2-1.學習路徑.................................................................................................21
3-2-2.動態學習路徑..........................................................................................21
3-2-3.改良式條件通過學習路徑........................................................................22
3-3.於學習路徑中加入近側發展區概念...............................................................................23
3-4.以技能為基礎的學習路徑-Skill based learning path.....................................................24
3-5.隱藏性反向思考提示.....................................................................................................24
第四章、系統架構..............................................................................................................25
4-1.三層架構......................................................................................................................25
4-2.使用者端的技術............................................................................................................25
4-3.網頁伺服器端的技術.....................................................................................................26
4-4.資料庫端的技術............................................................................................................29
第五章、結論與未來發展....................................................................................................30
5-1.結論..............................................................................................................................30
5-2.未來發展......................................................................................................................30
參考文獻.............................................................................................................................31
作者檔案.............................................................................................................................32
圖表目錄
圖１.教材內容分成14個領域
圖２.平面與空間類別內的技能關係圖
圖３.加法概念與減法類別內技能關係圖
圖４.從題庫中選擇題目，建立預設學習路徑
圖５.動態的學習路徑
圖６.動態學習路徑造成迴圈的狀況
圖７.改良式條件通過學習路徑
圖８.於學習路徑中加入近側發展區概念
圖９.系統三層架構
圖１０.DNS輪流傳送
圖１１.硬體方式負載平衡
圖１２.軟體方式負載平衡
圖１３.Windows Load Balance Service─（WLBS）
圖１４.網路架構圖

表1. 改變型文字題錯誤偵測題目對應表
表2. Polya的數學解題歷程表（涂金堂，1999）

參考文獻
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