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研究生:吳育龍
研究生(外文):Yu-Lung Wu
論文名稱:以知識結構診斷圖進行互補式合作學習之研究
論文名稱(外文):A Study of Applying Knowledge Structure Diagnosis Graph to Complementary Cooperative Learning
指導教授:鍾斌賢 林聰武
指導教授(外文):Bin-Shyan Jong,Tsong-Wuu Lin
學位類別:博士
校院名稱:中原大學
系所名稱:電子工程研究所
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:133
中文關鍵詞:合作學習概念圖補救學習動態分組
外文關鍵詞:dynamic groupingcooperative learningConceptual graphremedial instruction
相關次數:
  • 被引用被引用:3
  • 點閱點閱:218
  • 評分評分:
  • 下載下載:48
  • 收藏至我的研究室書目清單書目收藏:8
“概念圖”是一個常用於輔助教學的方法,利用概念圖可以呈現出學習者的學習結果。本研究提出一個新的學習策略-兩階段合作學習。此策略是以”課程結構圖” 為基礎。課程結構圖是沿用概念圖的理念所改進。本研究包含兩個學習階段:補救學習路徑(Remedial-Instruction Decision Path)與動態分組(Dynamic Grouping Strategy)。在第一個學習階段,補救學習路徑會分析學習者的知識結構,並且蒐集補救教材讓學習者自行學習。在第二個學習階段,本研究設計的一個動態分組的合作學習環境,讓學習者可以進一步的學習。
補救學習路徑會找出學習者的學習障礙,學生診斷出來的學習結果會被記錄在知識結構診斷圖(Knowledge Structure Diagnosis Graph)中。根據學習者的診斷結果系統會建立一個專屬的補救學習路徑讓學生可以自行進行補救學習。第二個學習階段會進一步利用知識結構診斷圖進行合作學習的分組依據。一個好的合作學習分組策略應該要提供學生一個進行互動與交流的環境。以往的合作學習分組方法都是在開始活動前分組一次後就固定不變。根據學生的知識結構診斷圖,本研究提出動態分組與部分分組的方法增加合作學習的效果。
本研究以兩門課進行實際評量,實驗結果都獲得正向的評價。因此由評量結果可以知道本研究所提出的方法對於學習是有所幫助的。
“Conceptual Graphs” is a conventionally adopted assisted teaching method. Conceptual graphs display the achievements of students. This study proposes a novel learning activity called “Two-Phase Cooperative Learning”. The framework of this activity is based on the Curriculum Structure Graph which is an improved conceptual graph. The system includes Remedial-Instruction Decision (RID) Path and Dynamic Grouping Strategy. In phase 1, RID path is established and used to analyze student knowledge structure for self-learning. In phase 2, a dynamic grouping cooperative learning subsystem is designed with the help of partners for advanced learning.
The RID path comprises a systematically guided study activities developed according to the learning status of individual students, and established RID path intended to identify the real missing concepts of students. Study results are kept in Knowledge Structure Diagnosis (KSD) Graphs. Phase 2 comprises cooperative learning using KSD graph as a grouping strategy. A well organized grouping strategy enhances cooperative learning and increases the number of activities. According to each KSD graph of learner, this study proposes dynamic-grouping and partial-regroup to solve problems in the conventional once-and-for-all grouping strategy.
This study adopted Two-Phase Cooperative Learning in two courses. The learning evaluations yield positive experimental results. The evaluations show that the cooperative learning activities are effective for students learning.
Abstract 1
摘要 2
Acknowledgement 3
1. Introduction 4
1.1. Distance Learning 4
1.2. Learning Technology 4
1.3. Research Objective 6
1.4. Assumptions and Limitations 9
1.5. Thesis Organization 10
2. Related Work 11
2.1. Concept Mapping and Scoring Method 11
2.2. Diagnostic Conceptual Graph 14
2.3. Learning Assessment 16
2.3.1. Computerized Adaptive Test (CAT) 16
2.3.2. Sequential Probability Radio Test (SPRT) 18
2.4. Remedial Instruction 20
2.5. Cooperative Learning 22
2.6. Dynamic Grouping 25
2.7. Grouping Algorithm 26
2.7.1. Genetic Algorithm 27
2.7.2. Linear Programming 28
3. Remedial-Instruction Decision Path 29
3.1. Curriculum Structure Graph 29
3.2. Learning Diagnosis with SPRT 33
3.3. Weighted Value of Missing Concept Correlation 35
3.4. Diagnostic and Remedial Learning Strategy 40
3.5. Conclusion 46
4. Complementary Cooperative Learning 48
4.1. Direct/Indirect assistant ability 49
4.2. Weighted Score of Cooperation and Interaction 53
4.3. Optimal Grouping Algorithm 55
4.4. Conclusion 59
5. Dynamic Grouping Strategy 60
5.1. Full Regrouping 63
5.2. Partial Regrouping 63
5.3. Dynamic Grouping Strategy Algorithm 66
5.4. Conclusion 69
6. System Implementation 70
6.1. RID path subsystem 70
6.2. Grouping subsystem 74
7. Learning Evaluation and Discussion 76
7.1. Pilot Evaluation 79
7.2. Evaluation Participants 82
7.3. Evaluation Course 83
7.4. Evaluation Plan 84
7.5. Evaluation of Learning Phase One – RID path 86
7.5.1. Evaluation Plan 86
7.5.2. Evaluation Result 87
7.5.2.1. ANOVA 87
7.5.2.2. Likert Scale 89
7.5.2.3. Discussions 90
7.6. Evaluation of Learning Phase Two –Dynamic Grouping strategy 92
7.6.1. Evaluation Plan 92
7.6.2. Evaluation Result 94
7.6.2.1. ANOVA 94
7.6.2.2. Likert Scale 96
7.6.2.3. Discussions 98
8. Conclusions and Future Works 100
8.1. Conclusions 100
8.2. Future Works 102
Reference 105
Appendix I- The item bank of the pilot evaluation 111
Appendix II- The item bank of the main evaluation 120
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