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研究生:連娟綾
研究生(外文):Chuan-Ling Lien
論文名稱:朝向利他性的學習評量系統
論文名稱(外文):Moving Toward Altruistic:Learning Evaluation System
指導教授:黃興燦黃興燦引用關係陳國棟陳國棟引用關係
指導教授(外文):Shing-Tsaan HuangGwo-Dong Chen
學位類別:碩士
校院名稱:國立中央大學
系所名稱:資訊工程學系
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:81
中文關鍵詞:利他性學習歷程同儕互評推薦
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學習沒有唯一的途徑,透過觀摩他人作品可以達到檢討自己所學、學習別人的優點。同儕觀摩於教室中實施已行之有年,但在數位化教學的時代,不管是觀摩的成果或是執行的方式,都需改善得更方便、更貼近實際教材內容與所用工具。而現行教室內的評量仍使用傳統紙筆方式進行,內容制式無法評測學生是否真能在情境中靈活應用知識、死板制式化缺乏參考的價值,且其成果整理不便、只能單次施行無法再利用。且學生純粹以滿足師長期待而非提供讓他人學習的心態在製作學習成果、進行考試,未考慮到其實自身也是可以成為他人效仿的對象。
本研究提出推薦觀摩歷程平台,將學生們完成的多元化學習成果集結,透過學習活動讓學生能夠觀摩同儕的作品,提供學生自我反思的機會,並學習欣賞他人、檢討自己,進而不斷練習或重做,產生更好的學習成果能夠讓別人從中學習,逐步朝著利他方向前進。而推薦機制使學生學著評鑑同學之作品,過程中學習判斷、給予建議或肯定他人的努力,進而推薦更好的作品讓其他人觀摩後也能夠學得更多更好,達成利他性的態度與實質行為。
經長期實驗證實,透過觀摩與推薦機制,學生為了表現得更好而願意花心思去產生更棒的作品,使得自我學習動機與態度有明顯增強,而學習成效同樣有進步。我們發現學生從利己的心態與行為逐漸擁有利他性的態度,希望彼此能互相砥礪、幫助學習,共同學得更好。而實際教學現場的老師對於此活動內容與系統機制持有正面肯定的態度,認為系統平台對於任何程度的學生在學習上都是有所助益的。
There is not only one way to learn, we can imitate other’s merit and review our work by inspecting and learning from each other’s work. Peer review is widely used for many years, however, not only the presentation but also the way to implement is needed to be improved to a more convenient and useful manner. Paper test is still used as the assessment in our education. Nevertheless, it cannot really examine whether the students apply what they have learned in the situation or not. Also, it is not easy to collect all the diverse learning achievements and is always not reusable.
This study proposed a peer review and assessment portfolio system, which is named as iGrow, to collect multidimensional learning achievements and make students learn from the others by observing other’s works. iGrow gives students chances to do self-reflection by keeping practicing and observing, and to make greater achievements through the peer review schema. The peer assessment schema in iGrow also makes students to foster their judgment by evaluating other’s work and the ability to give positive or negative suggestions.
Through our experiment, we found that students were willing to make greater works and did better because of the peer review and assessment schema. The learning motivation and attitude was significantly improved, and the learning outcomes were also improved. We also found that the students were changed from individualism to altruism on their behavior and attitude, because they did better jobs for other’s review and they learned more from the better jobs from the others. The teacher’s comment on the learning activity and the schema of iGrow system were positive, and thought that the iGrow system is helpful and profitable to every student.
中文摘要 i
ABSTRACT ii
誌謝 iii
目錄 iv
圖目錄 vi
表目錄 vii
第一章 緒論 1
1-1 研究背景 1
1-2 研究動機 1
1-3 研究目標 2
1-4 論文架構 2
第二章 文獻探討 4
2-1 相關理論 4
2-1-1 利他主義(altruism) 4
2-2 相關研究 5
2-2-1 電子教科書 5
2-2-2 學習歷程(portfolio) 6
2-2-3 同儕互評 6
第三章 系統與教學設計 8
3-1 數位學習遊樂場 8
3-2 『考試fun輕鬆』多元化評測平台 9
3-3 『iGrow』學習歷程平台 9
3-4 教學設計 11
3-5 系統架構 14
3-6 系統實作 16
第四章 實驗與結果 22
4-1 實驗假設 22
4-2 實驗對象 22
4-3 實驗流程 23
4-4 實驗工具 30
4-4-1系統紀錄檔 30
4-4-2 問卷 31
4-4-2-1 同儕互評態度量表 31
4-4-2-2 學習態度量表 32
4-4-2-3 利他性態度問題 32
4-4-3半結構式訪談 32
4-5 實驗結果與討論 33
4-5-1同儕推薦實驗現場之觀察描述 33
4-5-2同儕推薦活動對同儕互評態度之影響 34
4-5-3同儕推薦活動對於學習態度的影響與探討 41
4-5-4同儕推薦活動對於學習成效的影響 47
4-5-5同儕推薦活動對於產生利他性態度的影響與探討 48
4-6 實驗意見與檢討 50
第五章 結論與未來研究 52
5-1 結論 52
5-2 未來研究與建議 53
參考文獻 54
附錄一、同儕互評態度量表 57
附錄二、同儕互評態度量表之單題分析結果 59
附錄三、學習態度量表 62
附錄四、學習態度量表之單題分析結果 64
附錄五、利他性問題 67
附錄六、訪談問題-學生版 68
附錄七、教師訪談之其餘內容 69
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