在過去，家教式教學系統（Intelligent Tutoring System, ITS）往往只限於具備知識工程基礎的研究人員或專業人士才能開發。這項限制是起因於家教式教學系統開發方法的特性，結果造成大多數學教師在開發相關系統時的障礙。然而，就所具備的知識及動機而言，教師們卻是開發家教式教學系統的最佳人選。本研究的終極目的在於提出一個可供教師開發家教式教學系統的方法，以便加速家教式教學系統的普及化。本研究的現階段目的，則在解題領域為範圍內，提出一個可支援教師用以開發家教式互動元件的方法。 重覆使用互動紀錄（IDR）的概念，是在本研究中提出來作為設計此一方法的關鍵概念。一個關於重覆使用互動紀錄的故事，以及幾個關於重覆使用互動紀錄的應用、重覆使用互動紀錄應用時的主要部件及假設，均在本研究中提出以利闡釋此概念。為了將此概念應用到家教式教學系統的開發上，本研究中亦提出一個家教式教學互動的資料模型，以及一套從現有的教學互動資料中，以重覆使用資料的方式產生教學行動的程序。本研究中亦對此方法，以一個批改學生小考考卷的資料進行資料的重覆率研究，以瞭解其可行性。本研究的主要貢獻，在於奠定了以重覆使用互動紀錄概念開發家教式互動元件之方法的理論基礎。未來配合相關工具的開發，此方法可供一般教師使用。 Intelligent tutoring systems (ITS) were used to be developed only by researchers or professionals with knowledge engineering background. This constraint is imposed by the characteristics of the adopted approach to ITS development. As a result, most of teachers, who are the best candidates of ITS developers of relevant subject domains in terms of their knowledge and motivation, are hindered from developing relevant systems. Therefore, the ultimate goal of this study is to propose an approach to ITS development for teacher use in order to help the dissemination of ITS applications. The current goal of this study is aimed at proposing an approach to helping teachers in developing a computer-supported tutoring interaction in problem-solving domain. The concept of interaction data reuse (IDR) is proposed as the key concept for the design of the ITS development approach. An IDR story is narrated and some IDR applications as well as the major components and assumptions of an IDR application are described to explain the IDR concept. To apply the IDR concept to ITS development, a data model of tutoring interaction is proposed and a set of abstract procedures to generate tutoring actions by reusing existent tutoring data is introduced. A study of data repetition rate based on the data obtained from an experiment on quiz marking was performed to understand the feasibility of the IDR approach. This study lays down a theoretical foundation for the IDR approach to developing a computer-supported tutoring interaction component in problem-solving domain for teacher use. With the readiness of relevant tools, the goal can be achieved.
