臺灣博碩士論文加值系統

教育改革一直是台灣不斷被討論及思考的議題。許多學者專家都希望能改善目前以考試引導教學的風氣。我們提供一個評量系統可以讓老師將學校課堂中教學的知識與實際生活有結合的可能，提供學生有跟生活結合的評量，而非僅僅 ”背多分 ”的乏味評量。讓學生更能將課本知識運用在生活中。以情境認知為基礎的評量應提供學生有意義的練習，並規劃給學生同儕觀摩與回饋的機會且設計給學生自我省思學習評量成果的時間。學生能經由觀察、模仿、互相幫助、讚美、建議來增加與同學的互動和培養自省能力以形塑社交技能。平板電腦是目前數位教學的趨勢，它輕便、多功、觸控的特性，眾所皆知。加上我們提供的環境可使學生能輕易的對於老師設計的題目去即時的以影、音、文字等多媒體格式紀錄自己生活，再以檔案化的方式儲存於資料庫後被規劃為一個學習社群。學生藉由進入此社群後可以同儕觀摩與推薦同學的作品，經由去做老師設計的自省題目後，完成整個評量流程。我們想了解在這樣的評量環境是否能帶給學生更高的動機參與評量以及是否能提升學生面對情境的知識應用能力。結果顯示，不論評量活動本身、同儕觀摩與推薦、自我評量都能顯著的提升學生的參與感。除此之外，也能讓學生培養出更好的知識應用能力。

We find that teachers spend a lot of time in preparation and correction. Actually, they have no time to prepare any other activities for his students. On the other hand, students always do his work by select an answer from multiple choices or fill in the blanks, and there are lots of exams they should finish by themselves. Students need some experiences of using the knowledge which learn from school, so that they can understand that knowledge can truly be used in his life, not just some boring things. Tablet is a new trend in e-learning. It has lots of function in its thin, light, touching body. Plus, internet is very popular in anywhere. And we provide an environment which is easy to design a assessment of situated in tablet. The content all based on textbook. It not only give motivation of participation in assessment to student, but inhance them a better ability to apply knowledge. When student log in this system, he is in a community of performance assessment, portfolio assessment, peer assessment and self-assessment. The results revealed that the motivation of participation in the assessment is very high. According to the post-test results and the observation by teacher, students’ ability of apply knowledge is much better than the control group.

中文摘要 v
Abstract vi
誌謝 vii
圖目錄 xi
表目錄 xiii
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 相關理論與研究 3
2-1評量的意義 3
2-2傳統評量方式的特色 4
2-3 情境認知(Situated cognition) 8
2.4 實作評量(Performance Assessment) 10
2.5 檔案評量(Portfolio Assessment) 11
2.6 同儕評量(Peer Assessment) 12
2.7 Authoring tool 12
2-8 內在學習動機 13
第三章 系統設計與實作 14
3-1 教學設計 14
3-2 系統流程 20
3-3 系統模型 22
3-4 系統架構 22
3-5 系統實作 23
第四章 實驗與結果 36
4-1實驗假設 36
4-2實驗內容與流程： 36
4-3實驗結果 56
第五章 討論 90
5-1小組循環： 90
5-2活動單及廣播劇： 91
其餘訪談討論： 98
第六章 結論與未來研究 102
6-1 結論 102
6-2未來研究 102
參考文獻 104
附錄一 107
附錄二 108
附錄三 109
附錄四 112
附錄五 114
附錄六 117
附錄七：問卷一 123
附錄八：問卷二 132
附錄九 142
附錄十 146

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