臺灣博碩士論文加值系統

本研究以國立台灣師範大學物理教學示範實驗教室 (NTNU Virtual Physics Laboratory, VPL) 物理非同步討論區為研究對象，研究共分為三大部分。第一部分從高中物理討論串中篩選出發問者為高中生，且問題內容在高中課程標準綱要範圍內的616個物理討論串。以內容分析法依問題類型、物理分類（根據課綱分類修改後分為十五類）、討論結果、討論長度進行歸類後，探討不同類型的問題與後續討論串發展的關聯。並將這些討論串的物理分類分佈比例與88年開始實施之課程綱要相較，找出比例明顯高於課綱時數之物理分類，更進一步針對這些問題進行質性分析。第二部分與第三部分皆以討論區資料庫中網友在討論區進行討論的log紀綠檔進行分析。第二部分中，本研究針對VPL物理討論區中大學討論版2198個討論串、高中討論版3201個討論串、國中討論版1859個討論串進行分析，比較三個討論版中，留言字數及發問者參與討論程度與討論串長度的關聯。而在第三個部分，本研究將討論區中2292位網友依其發起與回應討論串的情形分為三種角色（發問者、回應者和兩者皆有），比較不同角色網友的行為模式的差異，另外也比較不同性別網友的角色與行為差異。
研究結果如下：
一、 高中物理討論串的問題大部分屬於概念理解、概念連結與計算應用三類，資訊誤解與忽略、尋求資訊二類的問題較少。而不同物理分類的討論串問題類型亦不盡相同；另外討論長度與問題類型，討論結果與問題類型及物理分類皆有關，但討論長度與討論結果無關聯。
二、 在高中物理討論串中，牛頓運動定律、轉動、流體力學與靜電學的比例明顯高於課綱時數比例，而其中牛頓運動定律是問題比例最高的一項。研究發現討論串中有許多提及假想力的問題，然而這個概念卻沒有被納入課綱的教學範圍。另外還有許多的問題，諸如：系統選擇的混亂、思考時沒有畫力圖的習慣、對於位能、浮力等概念的有所誤解、對轉動單元的物理量與關聯不能理解等等問題存在，本研究也針對這些問題提出進一步的教學建議。
三、 討論串首篇留言字數越多時，討論串的長度也會越長，但其與討論人數無關。討論串的平均每篇留言字數則是會隨著討論主題的物理程度、討論串長度及討論人數越多而增加，而當發問者的參與程度越高時，討論串也會越長。
四、 「發問者」與「回應者」均屬討論區中的新手，而同時扮演兩種角色的「兩者皆有」者則屬於老手，研究發現老手的參與時間、留言數量、參與討論程度均較新手多，而登入的頻繁程度則低於新手。另外女性網友較傾向扮演發問者的角色，但參與態度較男性網友不積極，不過留言字數則無差異。

In this study we analyzed a non-course-based online discussion forum of NTNU virtual physics laboratory (VPL) in Taiwan. There were three topics in our study: First, we content analyzed the physics questions of 616 discussion threads originated by senior-high-school students. We tried to understand the kinds of questions that influence the growth of discussion threads and the outcomes of discussions. We also compared the proportion of 15 physics categories of VPL senior-high-school questions with the learning hour percentages of each physics categories of national senior-high- school curriculum. Second, we choose 7258 discussion threads from three boards (College/ Senior-high-school/Junior-high-school) in VPL. What we want to know is how the number of post words and the frequency of question asked by participants relate to the length of discussion threads and the number of participants, and also compared the difference between the three boards. Third, 2292 participants who had posted more than 1 post were categorized into three roles based on the number of times they asked questions and made replies to the topics initiated by others. Then we analyzed the behavioral difference of the three roles and the gender difference of these participants. The result of the research shows:
1. Most of the senior-high-school questions belonged to three categories: 「concept understanding」, 「linking between concepts」 and 「problem solving and application」. And questions with different physics categories resulted from different categories of questions. We found that the categories of questions affected the growth of discussion, but the physics categories won't. The outcomes of discussion were influenced both by the questions types and physics categories. But there were no relationship between the growth and outcomes of discussion.
2. We found that the proportion of questions related to Newton's law, rotation, fluid mechanics and electrostatics of physics categories of questions in VPL were higher than in national senior-high- school curriculum. Many questions are related to 「fictitious force」, but the concept wasn't included in the curriculum. Besides, many problems arose as a consequence of the confusion from the process of students learning physics.
3. In VPL, the more number of initial post words of a discussion thread, the longer the length of a discussion thread. In general, the number of initial post words won't affect the number of participants. But the average number of words per post will be directly proportional to the length of the discussion threads, number of participants and level of physics questions.
4. Novice tends to only either 」Post a new topic」 or 「Reply to other's post」, and people who does both could be viewed as 「expert」. We found that the experts are more active in terms of participation time, the numbers of post and participation frequency. But the login frequency of the expert was less than the novice. Moreover, the attitudes of female toward discussions with others are generally negative. But there had no difference in the number of post words by both the male and the female.

中文摘要……………………………………………………………………………Ⅰ
英文摘要……………………………………………………………………………Ⅱ
目 次……………………………………………………………………………Ⅳ
表 次……………………………………………………………………………Ⅵ
圖 次……………………………………………………………………………Ⅹ
第一章 緒論
第一節 研究背景與動機…………………………………………………………1
第二節 研究目的與問題………………………………………………………5
第三節 研究假設與限制………………………………………………………6
第四節 名詞解釋………………………………………………………………7
第二章 文獻探討
第一節 電腦中介溝通 (CMC) 簡介………………………………………9
第二節 CMC的相關研究……………………………………………………16
第三節 高中課程標準綱要………………………………………………28
第三章 研究方法與工具
第一節 研究方法與樣本…………………………………………………31
第二節 研究工具與設計…………………………………………………34
第三節 研究流程與進行……………………………………………………52
第四節 資料處理與分析…………………………………………………53
第四章 研究結果與分析
第一節 高中物理討論串之研究…………………………………………56
第二節 討論串字數與發展之研究………………………………………106
第三節 留言者角色、性別與行為之研究……………………………141
第五章 結論與建議
第一節 結論………………………………………………………………163
第二節 研究建議……………………………… ………………………171
參考文獻
一、 中文部分…………………………………………………………173
二、 英文部分…………………………………………………………175
附錄一 高中物理課程標準綱要……………………………………….182
附錄二 國立台灣師範大學物理系教學示範實驗教室討論區詳細架構與相關數據.......................................................................................................198

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