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研究生:李秀文
研究生(外文):Hsiu-Wen Li
論文名稱:植基於正式概念分析之知識空間應用於適應化學習序列之研究
論文名稱(外文):The Study of Adaptive Learning Sequence in the Knowledge Space based on Formal Concept Analysis
指導教授:游寶達游寶達引用關係
學位類別:碩士
校院名稱:國立中正大學
系所名稱:資訊工程所
學門:工程學門
學類:電資工程學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:英文
論文頁數:52
中文關鍵詞:知識空間正式概念分析學習序列
外文關鍵詞:Knowledge spaceformal concept analysislearning sequence
相關次數:
  • 被引用被引用:4
  • 點閱點閱:704
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:0
透過實際的教學經驗及研究調查,發現學習者的學習現狀與教學目標之間存在明顯的差距。出現在教學中問題,其原因往往是錯綜複雜的。本論文針對班級授課的主要缺陷:學習者中存在個別差異,教師所提供的學習輔導不一定適用所有的學習者。探討解決的方法,提出一個適應個別化需求的學習情境,以輔助學生依照自己的預備知識、需求和興趣等進行學習、評量和補救措施。教學設計分為以下兩方面:
1. 在一個特定的知識領域中,提供多元的學習路徑。
2. 依據學生的學習現狀,提供個別化的補救學習流程。
本論文整合了正式概念分析及知識空間理論,以建構一個具有多元學習流程的知識結構。
Through the practical teaching experiences and investigations, we discover that there exists a gap between learners’ current performances and learning objectives. The reasons of problems in instruction and learning are complex. In this thesis, we focus on the reason that individual’s learning needs are not satisfied and explore the solutions to the instruction problems.
We provide an instructional design aimed at aiding learning of the individual. For achieving the objective, we carry out the following two designs:
1. Providing multiple learning sequences of a specific knowledge domain.
2. Providing individual remedial learning sequences according to the learners’ knowledge states.
In this thesis, we integrate Formal Concept Analysis and Knowledge Space Theory in one unified framework and provide a knowledge landscape with multiple learning paths for students to navigate according to their own preferences, knowledge states and learning objectives.
Chapter 1 Introduction 1
1.1 MOTIVATION 1
1.2 BACKGROUND 3
1.3 OBJECTIVE 6
1.4 ORGANIZATION OF THIS THESIS 7
Chapter 2 Methods of the Study 8
2.1 KNOWLEDGE REPRESENTATION 8
2.2 KNOWLEDGE SPACE THEORY 9
2.3 FORMAL CONCEPT ANALYSIS 12
2.3.1 The Definitions of Concept, Context and Formal Concept 12
2.3.2 Concept Lattices 14
2.3.3 Conceptual Scaling 17
2.3.4 Concept Nested Scaling 19
2.3.5 Mathematical Definitions of FCA 20
2.4 CONNECTING KNOWLEDGE SPACE AND FCA 21
Chapter 3 Theoretical Framework 22
3.1 THE KNOWLEDGE DOMAIN OF BASIC COMPUTER CONCEPT 22
3.2 STRUCTURING CONCTENS AND CREATING LEARNING SEQUENCES 23
3.3 CONCEPTUAL SCALING AND TEACHING DIDACTIC 32
3.4 AN APPLICATION OF FCA IN REMEDIAL LEARNING 33
3.4.1 Constructing a Concept Lattice in a Pedagogic View 33
3.4.2 Criterion to Determine the Prerequisite Relation of Any Two Units 35
3.4.3 Procedures to Determine a Matrix for Constructing a Formal Concept Lattice 36
Chapter 4 Example and Discussion 38
4.1 EXAMPLE 38
4.2 DISCUSSION 47
Chapter 5 Conclusions and Future Works 48
5.1 CONCLUSIONS 48
5.2 FUTURE WORKS 49
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