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研究生:陳建浩
研究生(外文):Chien-Hao Chen
論文名稱:學習成效評估系統建置之研究
論文名稱(外文):A Study on Building a Web-based information System for Learning Performance Evaluation
指導教授:李國光李國光引用關係
指導教授(外文):Gwo-Guang Lee
口試委員:李國光
口試委員(外文):Gwo-Guang Lee
口試日期:2013-06-07
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:資訊管理系
學門:電算機學門
學類:電算機一般學類
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:84
中文關鍵詞:教學目標學習成效評估系統建置
外文關鍵詞:Instructional objectivesLearning effectiveness evaluationSystem construction
相關次數:
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  • 下載下載:39
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在一般學校或訓練機構進行教學成效評估的過程中,往往僅止於授課者在教學完畢之後,藉由學生學習滿意度的結果來評量老師及機構的教學成效,評估方式包括課程、講師、教材、客服等四個構面來衡量學習者的滿意程度。
本研究應用系統展示法與學習成效評估之理論,欲建構一套提供更多面向的評估結果並可適用於未來之不同領域擴充的學習成效線上評估系統,再者利用相關交叉分析與相關圖表的結果,提供授課者獲得可供教學內容調整的參考。
本研究藉由系統的實施與驗證,確認所開發之雛型系統的實用性及可用性,最後再經由個案的實證方式來驗證本系統之結果與效益,並透過個案問卷與訪談得到以下五點結論:
(1)系統可用於多面向之成效評估,且可擴充適用於未來之不同領域;
(2)完成學習成效評估系統之建置並完成系統驗證;
(3)學習成效評估系統的評估結果確實能作為教學者改善教學之參考依據;
(4)學習成效評估系統之流程設計,提高非結構化系統之客觀性與其結果之合理性,並有助於簡化評估流程,進而提升學習成效評估之效率;
(5)提供教學者教學內容剖析,進一步掌握學習者的學習狀況,改善教學內容。
根據研究結論給予教學者及機構的建議:
(1)在中學與小學的教育中,能否達成教學目標,一直是教學中一個很重要的指標,但在高等教育中,很少提到教學自主的部份,因此,可由如何引發授課者重視此部分為其目標;
(2)目前的教學評鑑多以教師評鑑為主軸,無法瞭解學生到底從中獲得了多少,此研究可以做為參考性的改善指標。
對於未來研究者的建議有三點:
(1)將學習成效評估系統與教學改善的部分加以整合;
(2)整合相關教學評鑑方法,將多樣化的教學評鑑方式加入此系統中,讓系統
功能更加完善;
(3)尋找更適切的教學目標層次與權重評估之模式,因目前教學目標的層次有所限制,若能更加完善並詳細的分類,相信可以讓此評估結果增加其信效度。
In the general learning effectiveness evaluation process conducted by schools or training institutions, the teaching effectiveness of a teacher and institution is only evaluated by the outcome of students’ learning satisfaction after the end of courses.
The evaluation methods may include 4 dimensions: course contents, lecturer, teaching materials and customer service to assess the degrees of learner’s satisfaction.
This study adopted the theories of system display method and learning effectiveness evaluation try to construct an on-line evaluation system of learning effectiveness in order to providing a multi-dimensions evaluating result which may adopted for different fields expanding in the future. Further, by the use of results of cross-correlation analysis and relative diagrams to provide the lecturers a modulating reference for their teaching content.
This study confirmed the practicability and availability of its’ developed prototype system via system implement and verification, and ultimately used empirical approach of case study to verified the outcomes and benefits of this system. We used questionnaires and in-depth interviews for data collections and found 5 findings as followed:
(1)The system may use for multi-dimensions effectiveness evaluation and may expand and adopt for different fields in the future;
(2)To complete the construction of learning effectiveness evaluation system and system verification;
(3)The evaluation results of learning effectiveness system could as the basis references for lecturers’ teaching improvement indeed;
(4)The process design for learning effectiveness system could increase objectiveness of unstructured system and consistency of the outcome, which could help evaluating process simplification and further increase the efficiency of learning effectiveness;
(5)To provide the analysis of teaching content for lecturer to well know the status of the learners and improve the teaching content.
According to our conclusions, we proposed two suggestions for educator and the institutions associated:
(1)Although whether achieving instruction objectives or not is an essential teaching index in elementary school and junior high, yet, it seldom refers teacher autonomy in Higher education. Therefore, how to motivate lecturer to value this part could be the goal.
(2)Teacher evaluation is main part of current instructional evaluation. This couldn’t well understand how much the students obtained from the courses. This study may be the references of improving index.
The three suggestions for the future researcher are as followed:
(1)To integrate the learning effectiveness evaluation system with teaching improvement.
(2)Try to integrate diversified instructional evaluation methods into this system in order to perfect the system function.
(3) To find the optimized hierarchy of instruction objectives and weight assessment mode. Owing to the limits of current instruction objectives hierarchy, the more complete and detail categories may increase the reliability and validity of system’s outcome.
摘要 i
ABSTRACT iii
誌謝 v
目錄 vi
表目錄 viii
圖目錄 x
第一章、緒論 1
1.1研究背景與動機 1
1.2研究目的 2
1.3論文架構 4
1.4研究限制 5
第二章、文獻探討 6
2.1教學目標 6
2.1.1認知領域教學目標的層次 7
2.1.2情意領域教學目標的層次 9
2.1.3技能領域教學目標的層次 10
2.2教學評鑑 11
2.2.1教學評鑑的意義 12
2.2.2教學評鑑的目的 13
2.2.3教學評鑑的方式 14
2.3總結 16
第三章、研究設計與系統架構 17
3.1研究方法 17
3.1.1文獻分析法 17
3.1.2系統展示法 18
3.1.3個案研究法 19
3.2研究流程與步驟 20
3.3研究對象 21
3.4系統環境 22
3.4.1軟體 22
3.4.2硬體 22
第四章、系統建構與實施 23
4.1確認系統需求 23
4.2系統設計與分析 25
4.2.1系統架構 25
4.2.2資料庫設計 28
4.3系統實施的使用畫面 42
4.4系統驗證流程 61
4.4.1系統驗證問卷構面與問項設計 61
4.4.2系統驗證問卷資料 63
4.5總結 67
第五章、結論與建議 68
5.1研究貢獻 68
5.2研究建議與未來研究方向 68
5.2.1給予教育界的建議 68
5.2.2對未來研究者的建議 69
參考文獻….... 70
中文文獻 70
英文文獻 71
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英文文獻
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