臺灣博碩士論文加值系統

大部分的人都能認同註解對於程式理解的幫助，我們認為學生應該在課程裡學會這個觀念，但我們發現，要讓學生養成學會寫註解的習慣並不容易。由過去的經驗得知，利用傳統“老師在上面寫黑板教學，學生在下面聽講”的教學方式，在教導這些觀念時，效果非常的差。

註解並不同於國文，老師說這個字怎麼寫，學生只能照做，關於程式內的縮排或註解，並沒有一定的規範可遵循，而寫註解或縮排所帶來的好處又是無形的，因為註解對於程式的執行並沒有影響，這使得學生容易覺得麻煩又沒有幫助，要養成這些良好習慣就更加困難。

所以我們希望能找出一種方法讓學生養成寫註解的習慣，我們也想出了一種方法，希望能讓學生養成寫註解的習慣，在最後，我們也會探討這種方法的效果。

我們設計了一套結合了行為主義與社會學習理論的方法，利用一個網路的電腦輔助學習系統讓學生練習程式，希望經由我們所設計的方法，能讓學生在不知不覺中養成良好的寫註解習慣，我們給予良好的範例，而且限制學生必須觀看並了解這些範例，希望學生能從中模仿，接著讓學生利用註解來寫程式，希望學生能習慣這樣的程式寫作方式，進而能用認知式的方式來寫程式。

實驗的對象是程式設計的初學者，為選修中原大學計算機概論課程的大一學生，共109人，對照的對象則是大二與大三的學生，這些學生已經學習了超過一年的程式設計，多少應該養成了自己寫程式的習慣，我們將學生的程式碼拿來比較，觀察註解在程式碼中的比重。

結果註解的比重顯然有所增加，雖然我們也希望對註解的素質做比較，但由於註解的好壞非常主觀，因此難以評分。

Most people would agree that "comments in code" can help program understanding. We think that the students are supposed to acquire this idea in the academic curriculum. However, we discovered that it is not easy to foster this idea in the minds of the students. From our past experience, the use of "the instructor teacher, and the students listen" has not been an effective teaching method.

Comments and Chinese are different. There are no standard for "writing comments in code". Comment not only brings advantages that are invisible, but also could not influence program execution. For these reasons, it can be difficult to help students develop the habit of writing comments in code.

We hope to discover a method that helps students develop the habit of writing comments in code. We designed such a method. In this thesis, we will discuss this method.

Our method uses a networked computer-assisted learning system, and is, in some way, based on behaviorism and social learning theory. First, we gave some good examples and arranged things in such a way that the students must watch and understand these examples. Then, it was hoped that the students could imitate the code given in these examples. Second, we wrote comments in the example code and hoped students would read them and use them in designing their own code. If the students can develop the habit of writing comments in code, they may improve the ways they use cognitively in developing their code.

The experimental group consists of the novices. They are freshmen who took as an elective the computer science curriculum in Chung Yuan University. There were 109 of them. The comparison group consists of sophomores and juniors of the same department (the department of Information and Computer Engineering). We will compare the proportion of comments in the student's code.

The result was that them was a significant difference between the "scores" of the experimental group and that of the control group. Though we also wanted to make the comparison on the quality of comments, we did not succeed in doing that.

目錄
目錄 V
圖表目錄 VI
第一章 序論 1
1-1.問題陳述 1
1-2.研究目的 2
1-3.章節描述 2
第二章 理論與相關文獻探討 4
2-1.認知理論 4
2-1.1 何謂基模（schema） 4
2-1.2 同化（assimilation）與調適（accommodation） 4
2-2.行為主義 5
2-2.1連結主義 5
2-2.2工具制約學說理論 5
2-3.社會學習理論 6
2-4.建構主義 7
2-5.相關文獻探討 8
第三章 實驗理念、設計與進行 11
3-1.良好註解習慣的定義 11
3-2.實驗理念 12
3-3.實驗方法 13
3-3.1 實驗目的 13
3-3.2 實驗對象 13
3-2.3 實驗方法 14
第四章 實驗結果與分析 17
4-1.註解的分析 17
4-2.實驗結果 21
4-2.1 註解習慣度的定義 21
4-2.2 註解習慣度的結果 22
4-3.結果分析 25
第五章 討論與展望 27
5-1.實驗評估 27
5-2.討論 27
5-3.未來展望 28
參考文獻： 29

圖表目錄
圖2.2 JON SACHS的註解範例 9
圖4.1 程式作業教師要求的功能 17
圖4.2 學生利用教師給的註解 17
圖4.3 幫助看但無實質意義的註解之一 18
圖4.4 幫助看但無實質意義的註解之二 18
圖4.5 解釋程式的註解之一 19
圖4.6 解釋程式的註解之二 20
圖4.7 測試用的註解 20
圖4.8 無意義的註解 21
圖4.9 去除的註解說明 22
圖4.10 實驗組與對照組1之註解度比較 23
圖4.11 實驗組與對照組2之註解度比較 23
圖4.12 實驗組與對照組3之註解度比較 24
圖4.13 實驗組與對照組4之註解度比較 24
圖4.14 對照組2與對照組4之註解度比較 25

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