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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/68824


    Title: 行動化「親師方舟」App: 探索親師通訊結合教育資料探勘之潛力;Mobilized App “Parent-Teacher Ark”: Exploring the potential of teacher-family communication and educational data mining
    Authors: 許舜為;Syu,Shun-wei
    Contributors: 網路學習科技研究所
    Keywords: 家長;教師;電子聯絡簿;教育資料探勘;資料探勘;學習歷程分析;Parent;Teacher;Educational data mining;Data mining;Learning Analysis;Electronic contact book
    Date: 2015-08-14
    Issue Date: 2015-09-23 14:42:53 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 教師與家長間的溝通在教育中是不可或缺的一部分。在台灣,教師與家長間的互動長期缺乏良好的溝通管道,長期以來家長將教育委託給學校,但家長卻難以掌握孩子的學習狀況,也無法有效的與教師溝通交流。本研究延續先前研究團隊所開發的線上平台─親師方舟,此平台是專為家長所開發設計的,幫助家長觀看孩子的學習歷程,但我們發現此平台的家長使用率不如預期,並且平台中也缺少了與教師的互動功能。本研究的研究目的為深化親師方舟提升家長的使用率並增加親師間的互動與教育資料探勘支援學習分析之初探。深化親師方舟分為兩個部分,首先基於親師方舟平台所開發的電子聯絡簿─親師通訊,將紙本聯絡簿電子化,並提供家長與教師間新的溝通管道,加強家長與教師之間的互動。再來基於網頁版的平台開發了手機的App版本,將親師方舟推向行動設備,使家長可以更輕易與快速的掌握學生的學習狀況。在深化學習歷程的部分,我們基於大數據的歷程環境下進行教育資料探勘,使學習歷程可以給予家長更深層次的資訊,如診斷、示警的功能。研究者使用設計研究法,研究經過二年時間並將親師通訊導入學校分為三個階段,活化親師方舟、親師溝通連結和App實踐導入,經過了多次的設計循環,重新的設計與修正親師方舟,使設計符合學校、教師與家長的需求。研究對象是桃園市某國民小學一到五年級的家長與教師,並邀請18位核心家長試用系統,並進行事後的訪談,了解家長對於親師方舟網頁版與App版本的想法。研究結果顯示家長不論是對於親師通訊或親師方舟App版本都抱持正面的看法,但教師卻抱持比較觀望的態度,認為加強與家長的互動會給予教師太多的壓力與負擔。;Teacher-parent communication is an indispensable element in education. However, schools in Taiwan, lacking a proper teacher-parent communication channel has been a long-term problem. Traditionally, parents tend to entrust education to school. However, they had a hard time knowing their children’ learning conditions as well as communicating to teachers. This study continued our previous researches of online platform Parent-Teacher Ark. Parent-Teacher Ark is specially for parents in order to assist in observing children’s learning process. However, we noticed that the use ratio was far beyond expectation. Besides, this platform didn’t provide interaction function for parents and teachers. This study is aimed to extend the function of Parent-Teacher Ark, raise usage ratio, enhance teacher-parent interaction and deepen learning analysis by educational data mining. The researcher practice design-based research method in this study. The whole study lasted for two years. There are three phases, namely activating Parent-Teacher Ark, parent-teacher communication and the import of app version, in introducing parent-teacher communication to school. Revising Parent-Teacher Ark is divided into two parts, one is to digitize the communication book based on the original Parent-Teacher Ark’s design, providing a new communication tool for parents and teachers. Also, we launch the mobile phone version based on the web version, which enables parents can be easier and more efficient to control their kids’ learning condition. We explored educational data by using big data as the fundamental element to provide parents with deeper information, such as diagnosis and warning. We revise our design a dozen of times, making Parent-Teacher Ark meet schools, teachers and parents’ requirements. The subjects were teachers of first to fifth graders and their parents from a local elementary school in Taoyuan, Taiwan. We chose 18 core members of parent group to try our system and conducted an interview to understanding their thoughts about Parent-Teacher Ark. The results showed that parents holds positive attitude toward both teacher-parents communication and the app version of Parent-Teacher Ark. Conversely, teachers hold more preserved attitude, reputing that the reinforcement of teacher-parent communication will be burdensome to them.
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

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