臺灣博碩士論文加值系統

隨著自然語言處理技術的快速發展，使得使用者與電腦間的互動能更友善，近年來利用自然語言的輸入方式，已經成為使用者與電腦輔助學習系統之間的溝通橋樑。在本篇論文中，利用基於InfoMap知識引擎工具與Java Sketchpad動態幾何工具，我們提出一套線上教材編輯系統用來幫助學生學習幾何定理和證明，此教材編輯系統，協助老師只需在Client端編輯幾何論證，利用InfoMap理解分析。除此之外，系統即時將教材內容轉換成XML儲存格式存入資料庫，並配合Java Sketchpad對題目自動產生正確的圖形。在網頁瀏覽器上，學習者可選擇想要學習XML教材檔案來閱讀幾何論證，並在系統提供的動態幾何環境下操弄的幾何圖形。藉此來引導學生有效閱讀並理解幾何論證的涵意，而我們從臺灣三家出版商(南一、建宏、康軒)出版的國中教科書，收集幾何文字題，對開發的系統效能評估理解77%的題目。

With advanced technologies of natural language processing, can be very user-friendly interactions between computer and human. Recently, humans can use their language to manage computers in applications of NLP on many domains, especially in learning. In this paper, an authoring tool has been proposed to help students learn geometry proof. This tool is based on Java Sketchpad an object of geometer’s sketchpad, and InfoMap, which is a knowledge engine. By using the tool, teachers can edit a geometry proof problem with a client browser, and then analyze the problem with knowledge engine. Finally, the interpretive program produces a script for drawing a dynamic geometry figure within Java Sketchpad, and then translates the online materials into a XML format (eXtensible Markup Language); moreover, students can learn these materials by loading the XML files repeatedly. This tool also provides dynamic geometry figure to help students discover and understand the process of solving geometry proof. Furthermore, an evaluation for the performance of knowledge engine shows that it can understand about 77%.

中文摘要 --------------------------------------------------------------------------- i
英文摘要 --------------------------------------------------------------------------- ii
誌謝 --------------------------------------------------------------------------- iii
目錄 --------------------------------------------------------------------------- iv
表目錄 --------------------------------------------------------------------------- vi
圖目錄 --------------------------------------------------------------------------- vii
一、 緒論--------------------------------------------------------------------- 1
1.1 研究動機--------------------------------------------------------------- 1
1.2 研究目的--------------------------------------------------------------- 1
1.3 論文架構--------------------------------------------------------------- 2
二、 文獻探討--------------------------------------------------------------- 3
2.1 教材編輯工具--------------------------------------------------------- 3
2.1.1 SCORM----------------------------------------------------------------- 3
2.2 XML在數學領域的應用-------------------------------------------- 4
2.2.1 OpenMath--------------------------------------------------------------- 4
2.3 MathML----------------------------------------------------------------- 4
三、 教材編輯系統--------------------------------------------------------- 6
3.1 概要--------------------------------------------------------------------- 6
3.2 系統架構--------------------------------------------------------------- 6
3.3 系統流程--------------------------------------------------------------- 7
3.4 編輯介面--------------------------------------------------------------- 8
3.5 InfoMap伺服端------------------------------------------------------- 9
3.5.1 InfoMap簡介---------------------------------------------------------- 10
3.5.2 幾何文字知識庫與模板比對--------------------------------------- 11
3.5.3 知識庫編輯器--------------------------------------------------------- 13
3.6 動態幾何圖形產生器------------------------------------------------ 13
3.6.1 Java Sketchpad -------------------------------------------------------- 14
3.6.2 自動產生Java Sketchpad Script功能介紹------------------------ 16
3.7 幾何論證教材檔案之XML結構描述----------------------------- 20
3.7.1 XML的優點----------------------------------------------------------- 21
3.8 XML文件產生器----------------------------------------------------- 21
3.9 XML閱讀器----------------------------------------------------------- 26
3.10 學習介面--------------------------------------------------------------- 27
四、 實驗--------------------------------------------------------------------- 29
4.1 題目來源--------------------------------------------------------------- 29
4.2 幾何知識庫概念節點------------------------------------------------
4.3 理解與構圖實驗------------------------------------------------------ 29
五、 結論與未來工作------------------------------------------------------ 32
5.1 結論--------------------------------------------------------------------- 37
5.2 未來工作--------------------------------------------------------------- 37
參考文獻 --------------------------------------------------------------------------- 39
附錄A --------------------------------------------------------------------------- 41
附錄B --------------------------------------------------------------------------- 43
附錄C --------------------------------------------------------------------------- 49

[1]Wong, W. K., Hsu, S. C., Wu, S. H., & Hsu, W. L., 2007,LIM-G： Learner-initiating instruction model based on cognitive knowledge for geometry word problem comprehension. Computers and Education Journal, 48(4), 582-601. (SSCI, SCI)
[2]B. Lees & J. Cowie, Applying natural language technology to the learning of operating systems functions, Proceedings of the 1st conference on integrating technology into computer science education, 1996, pp. 11-13.
[3]Hsu, W. L., Wu, S. H. & Chen, Y. S., Event identification based on the information map – INFOMAP, Proceedings of the 2001 IEEE Systems, Man, and Cybernetics Conference, Tucson, Arizona, USA, 2001, pp. 1661-1672.
[4]Ambrósio Délio, Rocha Vanessa, Mara Lopes Rodrigues Lúbia & Carvalho Marco, Authoring Tool Generator for Intelligent Tutoring Systems, Advanced Learning Technologies, Proceedings. The 3rd IEEE International Conference on, 2003.
[5]Knuth, Eric J., Teachers’conception of proof in the context of secondary school mathematics, Journal of Mathematics Teacher Education, 2002, vol. 5, No. 1, pp. 61-88.
[6]Koedinger, K., 1998, “Conjecturing and argumentation in high-school geometry students,” In R. Lehrer & D. Chazan (Eds.), Designing Learning environments for developing understanding of geometry and space, Mahwah, NJ： L. Erlbaum, pp. 319-347.
[7]Chen, S. Q. & Xu L., Grammar-Debugger： A parser for Chinese EFL learners, The Computer Assisted Language Instruction Consortium (CALICO) Journal, Vol. 8, 1990, pp. 63-75.
[8]Duval, R., 1995, Geometrical Picture： Kinds of Representation and Specific Processing, In R. Sutherland & J. Mason (Eds.), Exploiting Mental Imagery with computers in Mathematics Education, pp. 142-157, Berlin： Springer (NATO ASI Series n°138).
[9]Kortenkamp, U. H., & Richter-Gebert, J., 1998, Geometry and Education in the Internet Age, In Proceedings of ED-MEDIA, Freiburg, Germany.
[10]Whiteley, W., 1999, “The decline and rise of geometry in 20th century North America,” In John Grant McLoughlin (Ed.), Canadian mathematics education study group, St. John’s, NF： Memorial University of Newfoundland, pp. 7–30.
[11]Healy, L., & Hoyles, C., 2000, A Study of Proof Conceptions in Algebra, Journal for Research in Mathematics Education, 31(4), pp. 396-428.
[12]Hanna, G., 1989, Proof that Prove and Proof that Explain, PME13, 2, pp.45-51.
[13]Clements, D. H., & Battista, M. T. (1992). Geometry and spatial reasoning. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning, pp.437-442. New York： Macmillan.
[14]Moore, R. C. (1994). Making the transition to formal proof. Educational studies in mathematics, 27, 249-266

[In Chinese]
[15]王郁華(1996)。台灣南區中學數學科教師信念之研究，國立台灣師範大學數學教育研究所碩士學位論文。
[16]林福來等，2003，青少年數學概念學習研究—子計畫十四：青少年數學論證能力發展研究(3/3)，國科會專題研究計畫成果報告，未出版。
[17]陳柏宇(2005)。動態幾何的數位學習環境，國立雲林科技大學資訊工程研究所碩士學位論文。
[18]方柏文(2006)。應用電腦代數於幾何證明之探討，國立雲林科技大學資訊工程研究所碩士學位論文。