適性化的使用者模組案例式學習知識庫

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：152

、訪客IP：3.141.41.187

姓名

鄭廉勳(Lian-Xun Zheng) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

適性化的使用者模組案例式學習知識庫
(User Model Adaptive Case-Base Learning Library)

相關論文

★ 學習馬賽克-以教科書內容置入平板之合作式情境學習遊樂場	★ 為使用知識而設計的電子書- 以參考手冊為模式的電子書設計
★ 為使用知識而設計的電子書- 將紙本書籍以及電子書提供社群共建的機制	★ 高互動低資源損耗之課堂學習系統設計與實際教學環境導入接受度探討
★ 依學生偏好及學習狀態建構之學習輔助者與知識協尋系統	★ 網路資訊與學習系統之中文全文探勘工具
★ 支援使用者觀點之線上分析系統	★ 由網站行為歷程以貝式學習建立學習者模式之引導系統
★ 網路合作學習系統與小組互動觀察工具	★ 依作品集評量方式並支援學習狀況分析與監控之網路學習系統
★ 網路學習歷程之知識探索：學習效能評鑑之工具	★ 網路學習系統之手機端學習輔助系統
★ 以網站行為的歷程建立具時間性學習者模式	★ 行動學習資訊系統-學生端網路學習伺服器與個人數位助理端之學習系統
★ 應用貝式學習及決策樹之群組溝通網路監控系統	★ 以網路群組作品及活動依角色分析之群組合作監控系統

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

案例式學習(Case-Based Learning)在醫學、法律上已被廣泛的使用，程式設計的學習過程中，以程式範例為主的學習亦也是的案例式學習。藉由網路學習的日漸普及，網路學習日益受到重視，在大部分網路學習系統並未具有學生模組(Student Model)，這樣的網路學習環境，並不容易幫助教師掌握學生學習狀態與行為，缺乏學生模組的網路學習環境難以適時的提供針對學生個人適性化的(Adaptive)學習輔助。
在本篇論文中，藉由『案例式學習』的學習架構，我們建構一『適性化的使用者模組案例式學習知識庫』來幫助學生學習程式設計，『案例式學習知識庫』內的案例內容包含：大一 Java 程式設計課程的程式範例、學生修課時的程式投稿與學生所繳交的作業，我們將所收集的程式案例利用案例式推理(Case-Based Reasoning)作案例的概念分析，使案例與學習程式設計的概念構圖(Concept Map)建立關聯。
藉由以案例為基礎的知識表示架構，可幫助研究者更準確的獲取學生學習時的學生模組(Student Model)，瞭解與預測學生即時的學習狀態，以針對學生的學習狀態產生一適性化(Adaptive)的『智慧學習引導』與『概念學習引導』，幫助學生快速掌握學習重點縮短學習時間提高學習新知識的學習成效。

摘要(英)

User Model Adaptive Case-Based Learning Library is constructed based on Case-Based Learning, to help student to learning programming.
Case-Based Learning widespread be used in medical and law. In programming, learning is based on ‘program-example’, is also a Case-Based Learning. In many Network-Based learning system without consider student model. A learning environment without student model, that is not easy to help teacher to understand student’s learning status and behavior. This kind of learning environment can’t give student personalize and adaptive learning assistance.
‘Program-example’ in Case-Base Learning Library include program example of textbook and student’s portfolio and publish in web journal. All these materials are transforming to the representation of knowledge of Case-Base Learning Library. And make the relation with case and concept of concept map by Case-Based Reasoning. The representation of knowledge of Case-Based Learning Library can help researcher build more accurate student model to understand and predict student’s learning status and behavior.

關鍵字(中)

★ 學生模組
★ 案例式推理
★ 案例式學習
★ 概念構圖
★ 適性化

關鍵字(英)

★ Student Model
★ Case-based Learning
★ Concept Map
★ Case-Based Reasoning
★ Adaptive

論文目次

第 1 章緒論 1
1-1 、研究背景與動機 1
1-1-1 、需要有一知識表示架構易於獲取學生模組 1
1-1-2 、需要能輔助學生以減少學習時間 2
1-2 、研究目標 3
1-2-1 、如何建構一個以案例式學習為基礎的學習輔助系統？ 4
1-2-2 、如何幫助學生從案例式學習的架構中進行學習？ 4
1-2-3 、如何幫助學生從眾多學習資訊中進行學習？ 5
1-2-4 、如何評估學生的學習狀態？並適時的提供學習輔助？ 6
1-3 、論文架構 6
第 2 章相關研究 7
2-1 、案例式學習(Case-Based Learning) 7
2-1-1 、案例式學習 7
2-1-2 、案例的基本要素 7
2-2 、概念構圖(Concept Map) 10
2-3 、學生模組(Student Model) 11
2-4 、案例式推理(Case-Based Reasoning) 13
2-5 、相關度分析(Correlation analysis) 15
2-6 、決策樹（Decision Tree） 16
2-6-1 、Decision Tree簡介 16
2-6-2 、操作Decision tree的工具 18
第 3 章案例式知識庫系統設計與規劃 20
3-1 、案例建構模組 21
3-2 、建構學生模組(Student Model) 24
3-3 、建構學習指引模組 26
第 4 章案例式學習系統實作 28
4-1 、系統功能 28
4-2 、案例式知識庫的學習輔助模型 28
4-3 、虛擬教室介紹 30
4-4 、虛擬教室的系統架構 31
4-5 、案例式知識庫系統概觀 31
4-5-1 、案例式知識庫的程式案例 32
4-5-2 、案例推薦學習引導 33
4-5-3 、以概念構圖為基礎的學習引導 34
4-5-4 、案例搜尋系統 35
第 5 章實驗與討論 36
5-1 、實驗環境與資料來源 36
5-2 、實驗設計 36
5-2-1 、(實驗一)寫程式比賽 36
5-2-2 、(實驗二)讀書比賽 38
5-3 、實驗結果與討論 39
第 6 章結論 51
參考文獻 53
附錄 55

參考文獻

[1]王千倖，”案例教學法”課程與教學研討會2000 http://www.nknu.edu.tw/~edu/item/item4-article.file/item4-article20.htm
[2]陳國棟，劉寶鈞，張智凱“建立於全球資訊網上之虛擬教室之討論系統“ The 5th International Conference on Computer Assisted Instruction 1996 pp.16-23
[3]Arter, J. A., V. Spandel and R. Culham, Portfolios For Assessment And Instruction, ERIC Digest: EDO-CG-95-10, 1995
[4]Barrett, H. Collaborative Planning for Electronic Portfolios: Asking Strategic Questions, National Educational Computing Conference, June, 1997.
[5]Bloom et al.’’s Taxonomy of the Cognitive Domain
http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
[6]Burton, R. B., Diagnosing bugs in a simple procedural skill. In D.Sleeman & J. S. Brown(Eds.), Intelligent Tutoring Systems, London: Academic Press, 1982.
[7]C. K. Chang, and G. D. Chen, “Student portfolio analysis for decision support of Web based classroom teacher by data cube technology” Proceedings of Education Multimedia and Education telecom 1998 Friburg Germany .
[8]Chen-Chung Liu, Gwo-Dong Chen, Chin-Yeh Wang “Student modeling for performance assessment using Bayesian network on web portfolios”, Journal of Educational Computing Research
[9]Chi, M.T.H, R. Glaser and E. Rees, Expertise in problem solving. In R.J. Sternberg(Ed.) Advances in the Psychology of Human Intelligence, Vol. 1, 1982.
[10]Feigenbaum, E. A., McCorduck, P., and Nii, H. P. The Rise of the Expert Company. New York: Times Books. ,1998
[11]Fletcher, J.D., Modeling of learner in computer-based instruction, Journal of Computer-Based Instruction, vol. 1, pp. 118-126, 1975.
[12]Gürer, D. W., M. desJardins, and M. Schlager. Representing a Student’’s Learning States and Transitions. In the 1995 AAAI Spring Symposium on Representing Mental States and Mechanisms, Stanford, CA; published as
[13]Kolodner(1983) Dynamic Memory Theory, Memory Organization Packets CYRUS:First implemented CBR-System
[14]Jiawei Han, Micheline Kamber, Data Mining : Concepts and Techniques, MORGAN KAUFMANN PUBLISHERS , 2001
[15]Lang, C. (1986). Case method teaching in the community college: A guide for teaching and faculty development. Newton, MA: Education Development Center.
[16]Marsha Leeman-Conley, The How and the Why of Electronic Portfolios in Higher Education, Technology in Education International Conference 1999.
[17]Merseth, K. K. (1991). The case for cases in teacher education. Washington, DC: AACTE.
[18]Merseth, K. K. (1992). Cases for decision making in teacher education. In J. H. Shulman (Ed.), Case methods in teacher education (pp.50-63). NY: Teacher College, Columbia University.
[19]Microsoft SQL Server 2000-Analysis Services develop by Microsoft at http://www.microsoft.com/sql/techinfo/BI/analysis.asp
[20]Mitrovic, A., S. Djordjevic-Kajan, L. Stoimenov, INSTRUCT: Modeling Students by Asking Questions. In User Modeling and User-Adapted Interaction, Vol. 6, No. 4, pp. 273-302, 1996.
[21]Novak, J. D. (1993). How do we learn our lesson? : Taking students through the process. The Science Teacher, 60(3), 50-55.
[22]Perkowitz, M., O. Etzioni: Adaptive Web Sites: an AI Challenge, In proceeding of the 17th International Joint Conferences on Artificial Intelligence, Vol. 1, pp. 16-23, 1997.
[23]portfolio system at Illinois State University, URL at http://portfolio.ilstu.edu/
[24]Quinlan, J. R. C5.0 Programs for machine learning, Morgan Kaufmann Publishers, San Mateo, California, 1993.
[25]Roger C. Schank and Abelson (1977) at Yale University Cognitive Science•Scripts for knowledge representation
[26]Shulman, J. H. (1992). Teacher-written cases with commentaries: A teacher-researcher collaboration. In J. H. Shulman (Ed.), Case methods in teacher education (pp.131-152). NY: Teacher College, Columbia University.
[27]Shulman, L. S. (1992). Toward a pedagogy of cases. In J. H. Shulman (Ed.), Case methods in teacher education (pp.1-30). NY: Teacher College, Columbia University.
[28]SPSS for Clementine: http://www.spss.com/spssbi/clementine/
[29]Stiggins, Richard J. Student-Centered Classroom Assessment, New
[30]Wassermann, S. (1994). Introduction to case method teaching: A guide to the galaxy. NY: Teachers College Columbia University.
[31]Waterman, M. A. (1997, March). Curriculum and teacher development in biology via case writing. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
[32]Waterman, M. A., McErlain, E. M., Rasinski, T. V., & Styslinger, M. E. (1997, March). Cases as tools for educational change: A research agenda emerging from practice. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
[33]Tillson, L. D. (1996, March). The case method as reflective and projective practice in the instructional communication classroom. Paper presented at the Annual Meeting of the Southern States Communication Association, Mempis, TN.

指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2002-7-11

推文