臺灣博碩士論文加值系統

近年來由於無線通訊的進步、電腦計算效能的提升、無路網路基礎建設的日漸完成、
行動載具的成熟, 使得行動學習(Mobile Learning) 和無所不在學習(Ubiquitous
Learning)已然成為新世代的學習方式；再加上政府繼Ｍ台灣之後，大力推動Ｕ台灣的
構想，使得近兩年來數位學習的研究課題，開始著眼於U-Learning。
由於國內中小學班級人數，以目前三十人左右而言，仍屬偏多；設計戶外教學活動
時，若使用的範圍太大，將使得傳統的專題學習在教學過程中，經常造成疏漏。雖然以
網際網路，做為教學連結媒介的網路專題學習，可以彌補部份的不足，但是仍受限於桌
上型電腦無法移動的限制，教學現場仍不免侷限在特定的定點。近年來由於無線網路的
發展與行動載具的配合，使得專題學習擺脫時間和地點的限制，不但能讓學習者從事戶
外的探究活動，學習如何去觀察和蒐集資料，增加學習的便利性和行動性，更可以讓學
習者進行即時的討論，彼此溝通互動、分享知識、共享資源與交換訊息，使專題學習更
有效率。
本研究係以情境式學習為基礎，透過無線網路與無線射頻識別技術，建置一個具情
境感知能力的專題學習平台『優學習-平台』。此平台期望能提供教師完整的網路專題
學習的各階段功能，並能在學習者無需輸入任何環境資訊的情況下，由系統的情境感知
機制，對學習者提供與環境相關的學習服務，使學習者得以在正確位置、正確時間取得
正確資訊，進行可靠且有效的學習。

Mobile Learning and Ubiquitous Learning have become a new studying way, cause
in improvement of calculating, infrastructure of wireless network and computer
communication. Combining with the government following M-Taiwan, energetical
idea of promoting U-Taiwan, make the issues for research of E-Learning focus
on U-Learning in the past two years.
The number of students in middle and primary schools, as for about 30 people
at present, it is still too many. While designing the outdoor teaching activities
with the traditional PBL, if the area is too big often cause and slip. Though
the network PBL can remedy some deficiencies, but still limited to the
restriction that the desktop computer can''t be moved.
In recent years, the cooperation of mobile device and wireless network makes
PBL to get rid of the restrictions of time and place and makes learners engaged
in probing into the activity of the open air. It also makes learners know how
to observe and collect the materials and increases the convenience of study and
mobility. Such a mechanism can also enable learners to discuss immediately, to
communicate with others, to share knowledge, resource and information, and to
make the PBL more efficient.
This research is based on context-awareness learning and wireless network with
RFID, to build the PBL platform -Ubiquitous Learning. This platform can offer
every stage function of network PBL to a teacher and make the learner to get
correct information in the correct position and correct time. It only pass
through the context-awareness, doesn＇t need to input any message of
environmental situation by learners.

中文摘要 ---------------------------------------------------------- i
英文摘要 --------------------------------------------------------- ii
誌謝 -------------------------------------------------------- iii
目錄 --------------------------------------------------------- iv
表目錄 ---------------------------------------------------------- v
圖目錄 --------------------------------------------------------- vi
一、 緒論------------------------------------------------------ 1
1-1 研究背景與動機-------------------------------------------- 1
1-2 研究目的-------------------------------------------------- 2
1-3 研究問題-------------------------------------------------- 2
1-4 名詞解釋-------------------------------------------------- 2
1-5 研究限制-------------------------------------------------- 3
二、 文獻探討-------------------------------------------------- 5
2-1 情境感知-------------------------------------------------- 5
2-2 專題學習------------------------------------------------- 19
2-3 網路專題學習系統的探討----------------------------------- 25
三、 研究方法------------------------------------------------- 28
3-1 系統規劃、分析------------------------------------------- 28
3-2 系統功能設計--------------------------------------------- 29
四、 系統實作------------------------------------------------- 34
4-1 系統整體架構--------------------------------------------- 34
4-2 學習者功能----------------------------------------------- 35
4-3 教師功能------------------------------------------------- 40
4-4 PDA功能-------------------------------------------------- 42
4-5 實作課程設計--------------------------------------------- 44
4-6 實驗結果回饋--------------------------------------------- 47
五、 結論與未來發展方向--------------------------------------- 48
5-1 結論----------------------------------------------------- 48
5-2 未來發展方向--------------------------------------------- 48
參考文獻
中文部份 -------------------------------------------------------- 50
英文部份 -------------------------------------------------------- 51

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