臺灣博碩士論文加值系統

本研究以模糊理論應用於解決教師排課之決策問題，期在考量教師之專長、意願、基本鐘點、以及導師擔任所屬班級之需求性等因素下，適切的賦予系上所有教師任教相關課程，俾建立公平之排課法則，以減少人工排課時所產生的思慮不周與過於主觀等因素之影響。
傳統上，排課決策者在面對教師的排課問題中，需針對教育計畫內容、課程總時數、教師教學經驗、教師授課意願等因素做出適當的決策。此外，為使班級導師與學生間之互動有更充足的時間以建立導師與學生間之緊密教學關係並增進學習效能。據此，讓導師任教於所屬班級亦可視為重要之考量因素。由以上影響排課決策之因素可知：排課之決策過程極為繁複，若以人工進行排課，勢必難以掌握各因素之相互影響關係，以及有效率的做出正確與公平的決定，且難以建立一套標準的數學模式來予以演算。本文在此即運用模糊理論善於處理不精確性與複雜性事物之特性，並在考量前述所提之影響教師排課的因素下建立教師排課模糊推論系統。
本研究以清雲科技大學機械系（所）九十四年度日間部課程排課為實例，在經由所發展之教師排課模糊推論系統並與人工排課之結果進行分析與比較可發現：本系統不僅客觀地找出教師排課之決策法則，更能有效的減少於排課時所浪費之人力、物力與節省須不斷的召開協調會之時間。而分析結果亦可說明本系統可將每一課程適切的指定給有意願授課之教師，如此可消彌排課決策者於排課時所產生不客觀與不公平之現象。

This study applies the fuzzy theory to solve the curriculum assign problems in consideration of teachers’ specialties, wishes, basic working hours and the needs of grade teachers to teach their respective classes, so as to applicably let all the teachers teach related courses and hope to build up a fair principle of the curriculum assign to diminish the influences of uncareful consideration and excessive subjectiveness caused by artificial curriculum assign.
Traditionally, the curriculum assign policymaker should make applicable decisions based on factors such as the content of education plans, total curriculum hours, teachers’ teaching experiences and willingness to teach. In addition to this, more sufficient interaction between a grade teacher and his class will enable the teaching relationship to get closer and will also improve students’ learning efficiency. For this reason, it is also considered an important factor that the grade teacher should teach his own class. From the above factors concerned with curriculum assign policy making, we can learn that: for the complexity of the artificial curriculum assign, it is hard to handle every interrelationship of these factors to efficiently make decisions out of correctness and fairness, and also hard to set up a standard mathematics model to perform calculations. The main purpose of this article is to applied the fuzzy theory by its characteristics of adept in inaccuracy and complexity, and establish the fuzzy- curriculum-assign-system (FCAS) in consideration of the above factors.
This study takes the daytime curriculum 2005 of the Department of Mechanical Engineering of Ching Yun University as an illustration. By analyzing and comparing the results of both FCAS and artificial curriculum assign, it shows that FCAS not only objectively builds up a policy making principle of curriculum assign but also more efficiently reduces the manpower, material resources and the time spent on coordination meetings. The analyzing result also demonstrates that FCAS is capable of assigning every course applicably to teachers who is willing to teach and consequently prevent the subjectiveness and unfairness caused by artificial curriculum assign.

中文摘要 I
英文摘要 II
誌謝 IV
目錄 V
圖目錄 VIII
第一章 緒論 1
1.1研究動機與目的 1
1.2研究背景 1
1.3 論文架構 1
第二章 模糊系統理論之基本觀念 2
2.1 模糊理論之源起 2
2.2 模糊理論之發展 2
2.3 模糊理論 3
2.3.1 模糊集合 3
2.3.2 歸屬函數 4
2.3.3 模糊集合的運算 6
2.3.4 模糊關係 7
3.3. 模糊推論 8
第三章 教師排課模糊推論系統 14
3.1 教師排課系統建立所面臨之問題 14
3.2 教師排課模糊推論系統之建立 15
3.2.1 教師排課模糊推論系統架構 15
第四章 實證研究 25
4.1 問題描述與參數設定 25
4.2 基本資料之建立 25
4.3 模糊推論演算與課程指定： 39
4.4 驗證結果與分析： 39
第五章 結論與建議 53
參考文獻 54
附錄 55
簡 歷 76

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