臺灣博碩士論文加值系統

為了使概念圖在網路教學中上能充分發揮其功能，本研究提出改良式概念圖(Progressive Concept Maps; PCM) 來作為網路課程體建構方示。其與原概念圖主要差別有二：首先，根據短期記憶限制理論，將原來課程主題概念圖中的單元概念節點做適當地分類、重組，以簡化知識在單一螢幕呈現的複雜度。第二則為依照課程主題概念圖中各單元概念節點的重要性(importance)及困難度(difficulty)訂定概念權重值，並利用動態調整權重值的方法，幫助個別學習者建立適性化的學習路徑，達成因材施教的教育目標。

In order to enforce the capability of concept maps for building courseware in Web-based learning environment, we proposed a new methodology of knowledge construction ─ PCM (Progressive Concept Maps). There are two differences from the traditional concept maps: first, according to the limitation of short-memory, we could classify and recombine the original concept maps. PCM emphasizes on simplifying the complexity of screen, providing higher learning effect. The second is adding weights on the concept maps in accordance with the importance and difficulty, employing the method of dynamic adjusting weight, and helping build the best learning path.

目 次
第一章 緒論……………………………………………….….…1
第一節 研究背景……………………………………………….……1
第二節 研究動機………………………………………….…………1
第三節 研究目的…………………………..…………..………….…2
第四節 研究流程與論文架構…………………………………….…3
第五節 研究限制………………………………………………….…4
第二章 文獻探討…………………………………….…….……5
第一節 概念圖……………………………………………..….……..5
第二節 認知負載理論………………………………………….……9
第三節 本章彙總 ………………………………………………10
第三章 改良式概念圖模式………………………………11
第一節 改良式概念圖的基本架構……………………………11
第二節 概念圖中加入權重值……………………………………18
第三節 動態調整學習路徑………………………………………22
第四節 本章彙總 ………………………………………………25
第四章 改良式概念圖之可行性探討………………………27
第一節 改良式概念圖系統雛型建置……………………………27
第二節 系統運作流程……………………………………………33
第三節 本章彙總……………………………………………37
第五章 結論.………………………………………………38
第一節 研究結論與貢獻…………………………………………38
第二節 未來研究方向………………………………………………38
參考文獻…………………………………………………………………39

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