三層式學習檔案利用機制之設計:輔助教師於數位教室環境中瞭解學生學習狀況

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陳泊澍(Po-shu Chen) 查詢紙本館藏

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網路學習科技研究所

論文名稱

三層式學習檔案利用機制之設計:輔助教師於數位教室環境中瞭解學生學習狀況
(A Three-level Mechanism for Profile Utilization: Helping Teachers Understand Students’ Learning Status duringin Mathematics Practice Gaming in Digital Classroom Environment)

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摘要(中)

近年來，研究者們紛紛將資訊科技導入教學中以促進學生學習成效，然而也帶來其他方面挑戰，例如教師設備管理負擔、相關系統的支援等。DCE(Digital Classroom Environment)的研究即於此背景下，利用一對一學習運算環境，嘗試解決這些問題與挑戰，特別是當教室情境從教師主導的授課模式，逐漸轉為以學生為中心的個人學習模式時，更該重新思考教師在課堂中的定位，系統又該如何輔助教師扮演好相對的角色。
因此，本研究延續先前DCE研究，進一步提出三層式學習檔案利用機制。三層式學習檔案利用意指三個不同利用層次的系統設計，包含：利用學習檔案紀錄驅動訊息通知、提供學生觀看學習檔案與尋求教師協助、針對學科提供基礎錯誤模式分析等。透過三層式學習檔案利用機制更準確的輔助教師真正掌握學生的學習狀況，達成到以學生本位的教學，老師的定位也可以從監控者（Monitor）轉換為指導者（Mentor）。換言之，透過三層式學習檔案利用機制，DCE可以從原先之監控系統(Monitoring System)轉換為指導系統(Mentoring System)。
本研究於桃園縣某國小三年級兩個班級進行實測，用以調整系統之穩定與完整性，並透過與教師的互動、觀察與記錄，了解教師在實際操作系統時可能衍生的問題。在實測流程中，老師均給予正面回饋，認為第一層的主動訊息通知可以鼓勵學生持續朝目標前進，而對第三層機制之錯誤模式分析功能，更給予高度評價，因為可以具體指出學生進一步改善之處。雖然第二層的學生求援功能在實測中效果無法張顯彰顯，老師則認為此結果應該與學科類型有極大相關性。

摘要(英)

Over these recent years, more and more researchers have been introducing informational technologies into education to enhance learners’ learning performance. However, this also brought in some challenges. For instance, hardware support for related systems, pressures from managing classroom facilities and etc. DCE (Digital Classroom Environment) was found under these circumstances, using one on one educational computing to solve these problems out and overcome the challenges. Especially when nowadays the context of teaching has turned from teacher-led into student-centered, we might have to rethink the role teachers play in the classroom, and brainstorm how we could effectively aid them in teaching.
Therefore, continuing from previous DCE research, we further introduced the three-leveled profile-utilization mechanism, the three-leveled profile-utilization mechanism is a program design that penetrates through three different areas, which includes: an auto notifier function that triggers message as profile being updated, a mechanism that allows students to view profiles/seek help from teacher and last a basis error-analysis provide to the course. Though this three-leveled profile-utilization mechanism, we let teachers know how each student is doing on their work to achieve a student-centered learning environment; a teacher same could use this system to turn him/her from a monitor into a real mentor. In other words, through this three-leveled profile utilization mechanism, DCE is transformed from previous Monitoring System into a new Mentoring System.
The research was taken place in one specific elementary school in Taoyuan, featuring two third grade classes in the experiment for adjustments of the system’s stability and integrity. Through the interactions between researchers and teachers, observations and opinions written down helped us understand the problems that might occur while teachers using this system. Teachers gave positive feedbacks to the system; they think that the first level of the mechanism, the auto notifier function constantly encourages students to work towards their target goals. They also highly valued the third level, the basis error-analysis mechanism because it successfully point out areas that need further improvements or taken care of. Although the second-level student-recourse mechanism didn’t pull out a strong manifestation during research, this is due to the type of the subjects chosen, therefore teachers still gave it good feedbacks and anticipate its results on other more suitable subjects.

關鍵字(中)

★ 數位教室
★ 良師指導系統
★ 學習檔案
★ 監控系統

關鍵字(英)

★ mentoring system
★ monitoring system
★ portfolio
★ digital classroom environment
★ DCE

論文目次

第一章、緒論................................................................................................................ 1
第一節研究背景...................................................................................................... 1
第二節研究動機與目的.......................................................................................... 2
第三節論文架構...................................................................................................... 3
第二章、相關研究........................................................................................................ 5
第一節數位教室環境(Digital Classroom Environment) ........................................ 5
第二節學習檔案...................................................................................................... 6
第三節常見乘法錯誤模式...................................................................................... 7
第四節立即回饋...................................................................................................... 9
第五節其他相關教師監控系統.............................................................................. 9
第三章、三層式學習檔案利用機制與系統設計...................................................... 12
第一節學習檔案的應用與規劃............................................................................ 12
主動訊息回饋功能：主動給予學生提醒及給予老師通知.............................. 13
學生支持與求援功能：提供學生學習檔案與尋求老師協助功能.................. 17
基礎錯誤模式分析功能：分析學生乘法之常見錯誤模式.............................. 20
第二節 DCE 監控流程設計................................................................................... 23
老師活動設定...................................................................................................... 23
學生活動介面...................................................................................................... 24
老師監控介面...................................................................................................... 26
第三節課堂整合設計............................................................................................ 32
課堂活動之相容性.............................................................................................. 32
活動教材的通用性.............................................................................................. 33
第四章、系統實作...................................................................................................... 34
第一節系統環境.................................................................................................... 34
第二節系統功能模組............................................................................................ 36
活動管理模組...................................................................................................... 37
學習檔案管理模組.............................................................................................. 41
監控管理模組...................................................................................................... 47
第五章、系統實測...................................................................................................... 53
第一節系統實測目的............................................................................................ 53
第二節受測對象.................................................................................................... 54
第三節實測流程.................................................................................................... 54
第四節實測數據收集工具.................................................................................... 56
第五節實測記錄分析與系統改進........................................................................ 57
原始版本.............................................................................................................. 58
原始版本實測...................................................................................................... 60
樹狀式結構選單版本實測.................................................................................. 67
校正教師需求版本實測...................................................................................... 71
第六節問卷及訪談分析與結果............................................................................ 73
老師問卷與訪談分析與結果.............................................................................. 73
學生問卷分析與結果.......................................................................................... 89
第六章、討論與未來研究.......................................................................................... 93
第一節討論............................................................................................................ 93
第二節未來研究.................................................................................................... 94
實測限制.............................................................................................................. 94
延伸應用.............................................................................................................. 94
參考文獻...................................................................................................................... 96
附錄一、老師問卷...................................................................................................... 99
附錄二、A 班老師訪談問題 .................................................................................... 107
附錄三、B 班老師訪談問題 .................................................................................... 109
附錄四、學生問卷.................................................................................................... 111

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指導教授

陳德懷(Tak-wai Chen)

審核日期

2009-7-19

推文