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研究生:劉朝中
研究生(外文):Chao-Chung Liu
論文名稱:基於社群網路建構同儕學習與測驗環境之研究 - 以程式設計為例
論文名稱(外文):A Study on Building a Peer Learning and Testing Environment for Computer Programming Based on Social Network
指導教授:林忠億林忠億引用關係
學位類別:碩士
校院名稱:健行科技大學
系所名稱:資訊工程所
學門:工程學門
學類:電資工程學類
論文種類:學術論文
論文出版年:2013
畢業學年度:101
語文別:中文
論文頁數:34
中文關鍵詞:程式設計學習社群網路同儕學習線上評估系統
外文關鍵詞:education on computer programmingsocial networkpeer tutoringonline judge system
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程式語言的學習過程對一般人而言非常辛苦,師生間的隔閡與缺乏互動,加深了學習者的困難。程式設計在學習的過程中需要上機實作才有效果,但是在無人協助的情況下,學習過程中容易遇到瓶頸,導致程式語言的學習過程缺乏效率;同時,在師生間缺乏互動的情況之下,一個老師面對數個學生,在教學過程中無法了解各個學生的學習狀況,老師的精力是有限的,無法面對大量學生的提問,也容易造成學生跟不上學習進度,甚至放棄學習。學習環境對學習者也有很大的影響,當學習者不在課堂上而是在其它場所進行自我練習時,發生問題將無法在短時間內得到想要的解答。

本論文建置一套系統(CodeBook),利用社群網路的概念與導入同儕學習的機制,讓學習者除了可以向老師詢問外,同儕間能夠協助回答,降低老師的負擔,加快尋求答案的時間;同時提供測驗環境使老師或是學習者能夠了解學習狀況,系統提供自動批改機制,能使老師免於不必手動批改,有效率的即時回饋學生學習之成果,系統化的批改機制,能使老師迅速了解學習者的學習狀況,適度的對教學進度加以調整。


In school, learning computer programming is hard for many people. The distance between teachers and students or the insufficient of interaction make this problem be more severe. When learners practice by themselves, they easily meet questions that they do not know how to solve yet. Such situation leads to low learning efficiency. When the interaction between students and teachers is insufficient, it is difficult that a teacher can take care of all students. Students might give up learning simply because they do not catch the lecture progress. Learning environment plays an important roles as well. Students practice by themselves would not have any help when they have questions.
In this work, we develop an online system called CodeBook. It is based on the concept of social network and the mechanism of peer learning. Learners can either ask or answer questions online. Teachers not only can answer questions but also know the learning situation of a particular student by checking her source codes. CodeBook provides online judge functionality which is capable of auto-scoring so that both teachers and students can know their learning effects in a short time. With those feedback information, teachers can adjust teaching progress to fit students’ ability.


摘  要 i
Abstract ii
誌  謝 iii
目  錄 iv
表目錄 vi
圖目錄 vii
第一章 緒論 1
1.1 前言 1
1.2 研究動機與目的 1
第二章 研究背景 2
2.1 社群網路 2
2.1.1學習社群 2
2.2 小世界現象 4
2.3 同儕學習 5
2.3.1 同儕學習理論 6
2.3.2 鷹架理論(Scaffolding) 6
2.3.3社會學習理論 8
2.3.4 同儕師徒制(Peer Mentoring) 9
2.4 程式語言學習 11
2.4.1 線上程式設計學習工具 12
第三章 研究架構 16
3.1 社群討論 16
3.2 測驗平台 21
第四章 實驗結果 25
4-1 研究對象 25
4-2 問卷設計 25
4-3 結果分析 25
結論 30
參考文獻 31
附 錄 33
簡 歷 34


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[3]高維序,同年級跨班級同儕師徒輔助教學策略之探究,國立臺東大學,碩士論文,明國九十五年八月。
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[5]威克曼,柔丁(Floyd Wickman),成功,有師為伴李碧芬譯,麥格羅希爾,1998。
[6]高中生程式解題系統 http://zerojudge.tw/。
[7]詹國輝,應用網路社群評測系統於C/C++程式設計教學之實徵研究,銘傳大學,碩士論文,明國一百年。
[8]錢傳明,支援同儕學習的程式語言教學平台,國立雲林科技大學,碩士論文,明國九十七年八月。
[9]蕭賢良,跨年級同儕師徒中徒弟生轉換成師傅生之個案研究,國立臺東大學,碩士論文,明國九十四年。
[10]Bandura, A., “The self system in reciprocal determinism.”, American psychologist, 33, 4, pp. 344-358, 1978.
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[14]Coker, D. R., & White, J, “Selecting and applying learning theory to classroom teaching strategies”. Education, 114, 1, pp. 77-80, 1993.
[15]Falchikov, N., Learning together: Peer tutoring in higher education, RoutledgeFalmer, London, 2001.
[16]Gartner, Audrey, Riessman, Frank, ” Peer-Tutoring: Toward a New Model”, ERIC Digest, 1993
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[18]Glenn Hardaker, David Smith, "E-learning communities, virtual markets and knowledge creation", European Business Review, 14, 5, pp.342 – 350, 2002
[19]Kolb, David A., Experiential learning: Experience as the source of learning and development, NJ: Prentice-Hall, Englewood Cliffs, 1984.
[20]Stanley Milgram, “The Small World Problem”, Psychology Today, 1, pp. 61-67, May 1976.
[21]Piaget, J., The Grasp of Consciousness: Action and Concept in the Young Child, Hsarvard University Press, 1976
[22]Kris MY , LEE, Victor , YU, Y. T. , “Learning motivation in e-learning facilitated computer programming courses”, Computers & Education, 55, 1, pp. 218-228, 2010
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[25]Wood, D., Bruner, J. S., & Ross, G. (1976). “The role of tutoring in problem-solving”, Journal of Child Psychology and Psychiatry, 17, pp. 89-100.


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