臺灣博碩士論文加值系統

合作學習是近幾十年來相當受到重視的學習方法，但影響合作成效的因素相當的多，本篇論文將針對分組分法和思考風格兩個主軸探討合作學習策略。
小組合作在各領域中都相當重要，但如何在有限的資源下做最有效的分組，目前多靠經驗和感覺，本論文設計了一個可以同時考慮多維變數的分組模型，並針對不同組隊動機採用不同分組演算法，以便應用所有資源能做有效分組，且整體的效能仍能維持住一定水準。這個分組模型和演算法在群組人力規劃和配置上將可兼顧平衡與效能兩方面的考慮。
為探討思考風格與個人及小組學習成效的關係，我們將實驗過程分為兩個階段，以有效掌握住個體和群體工作模式。利用網路問卷調查，取得學生本身原有的思考風格、個人的工作方式、該生在小組中的工作方式及互動模式。如此，我們便能觀察、驗證許多假設，並歸納出有價值的合作策略和互動方式。
本次實驗中，我們歸納出學生處理學習主題（人工智慧下棋程式）的策略有六種基本型態，而小組的合作模式可分為四種。這些分析方法均具有一般性，可以推廣至其他領域。

Team-based collaborative learning has become an important learning method in the past few decades. Many factors of learning effect have been discussed. In this study, we aim at developing a novel team-forming model, and investigating the strategies of collaborative learning based on the thinking styles of team members.
In many fields, teamwork has been considered an essential part in success. But, how to partition given limited human resources? How to form teams? Most existing solutions depend on managers’ experiences and gut feeling. In this thesis, we design a team-forming model that takes multi-dimensional factors as input and adopts difference algorithms according to the user’s requirement. This model achieves a balance between team homogeneity and integral performance at the same time.
To thoroughly investigate the correlation between thinking styles and team-based learning effect, we split an experiment into an individual stage and then a teamwork stage. Using several network questionnaires, we collect students’ thinking styles, individual working styles, team working styles, and team interactions. We analyze and discuss various correlations between them in this thesis.
Based on this experiment, we induce six strategies that the students employed to cope with the leaning theme (artificial intelligence chess game), and find four kinds of collaboration style. These analytical methods provide a general framework and can be utilized in other fields.

摘　要 1
ABSTRACT 2
目 錄 3
圖目錄 5
表目錄 6
第一章 緒論 7
1.1 研究動機 7
1.1.1 合作是一種趨勢 7
1.1.2 合作在教育上的重要性 8
1.1.3 影響合作的因素眾多 10
1.2 研究目標 10
1.2.1 有效分組模型 11
1.2.2 由個人到小組的實驗流程 11
1.2.3 詳盡的工作問卷 12
1.2.4 視覺化的資料分析結果 12
1.3 研究的重要性 12
1.4 章節介紹 13
第二章 文獻探討 14
2.1 合作學習 14
2.1.1 合作學習的定義 14
2.1.2 合作學習以其他學習法的比較 15
2.2 團體效能的評估 17
2.2.1 團體效能 17
2.2.2 目前團體效能之相關研究 20
2.3 思考風格 23
2.3.1 思考風格的定義 23
2.3.2 思考教學法 24
2.4 分組方法 25
2.5 本論文定位 26
第三章 分組模型分析與設計 28
3.1 多維輸入參數 28
3.2 同質的定義 29
3.2.1 以距離為基礎來分組 30
3.2.2 以形狀為基礎來分組 32
3.2.3 距離與形狀兩種方式的比較 34
3.3 分組模型之設計 36
3.4 使用基因演算法找尋最佳組隊結果 39
3.4.1 基因演算法 39
3.4.2 將基因演算法應用於找尋最佳組隊結果 40
第四章 個人與小組程式設計實驗 44
4.1 實驗設計 44
4.1.1 實驗對象與教材內容 44
4.1.2 實驗問題 45
4.1.3 實驗流程 48
4.2 實驗分組 49
4.2.1 學生思考風格的分布 49
4.2.2 初步分群結果 52
4.2.3 組隊方法 53
4.3 學習實驗之資料分析 54
4.3.1 個人設計策略之分析 55
4.3.2 個人專題成績之分析 59
4.3.3 小組設計策略之分析 61
4.3.4 個人在小組中的角色（個人貢獻）分析 63
4.3.5 小組合作滿意度之分析 64
4.3.6 小組專題成績之分析 66
4.3.7 其他依變項間的的相關性分析 69
第五章 結論與未來展望 72
5.1 結論 72
5.2 研究限制 74
5.3 未來展望 75
參考文獻 77

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