| 摘要: | 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。 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. |
