目前網際網路的教學環境中，由於教材文件多樣且豐富，大多網站都會提供全文檢索的服務，幫助學習者找尋相關的資源。但是使用者必須花費時間和精力挑選、整理才能得到滿意的答案。而且學習網站所提供的線上教材並未根據學生的程度提供適性化(adaptive)的學習方向指引。老師也無法清楚瞭解學生利用教材情形與目前的學習狀況。 本論文希望在網際網路的教學環境中，架構一個輔助學生學習的學習字典系統，幫助學生有效率地掌握課程重點資訊，並且根據學生的學習狀態給予適性化的學習指引。對老師而言，希望幫助老師瞭解學生的學習狀態。 學習字典內主要有4個模組：字典建構模組、搜尋-編輯模組、狀態偵測模組、教師監控模組。教師透過學習字典系統的建構模組可以將教材製作成字典的架構。而學生由搜尋-編輯模組從學習字典內找出符合自己需要的知識，並且可以編輯加入個人字典內。透過學生使用字典學習的過程中，狀態偵測模組會完整記錄學生使用歷程，以建構學生模組(student model)，並且在學生學習發生問題時，透過學生模組(student model)給予學生適性化(adaptive)的學習指引。同時，教師由監控模組可以觀察學生的學習歷程，瞭解學生目前的學習狀況。 經實驗證實，學習字典(1)確實可以幫助學生準備週考，有效率的掌握重點，提高成績。學生使用字典越多成績進步也越多，並且使用字典準備週考的學生其成績顯著高於沒有使用字典的學生。學生認為字典內教材分類的方式使得學習上更為方便，並且認為提供學習字典比全文檢索好用。 (2)確實掌握學生的學習狀態。從狀態偵測模組所建立的學生模組(student model)去預測學生週考排名準確率達83%。課程助教也表示透過學習字典內所建構學生的學習指標可以幫助他們更瞭解學生的學習狀況。 (3)不同學習風格與學習策略的表現在字典的使用上並未發現有顯著不同。並且學生認為在準備觀念考試與讀書時使用學習字典比較方便與增進學習效率。 另外，透過問卷的調查，學生對於學習字典所提供適性化的(adaptive)學習指引認為是有幫助且有用的。 Now learning in the internet, there are various teaching materials, and most websites provide full-text service to help learner search for related resource in the website. But user must cost time to choose and pick up content, and then can get the satisfying answer. And on-line teaching material on the learning website did not provide the direction of the learning that adaptability to student model. The teacher also can't understand students’ use of the situation of the teaching material and current condition of the learning. This thesis hopes construct a learning dictionary system to help student catch course point efficiently. And according to student model provides student adaptive learning guide. For teacher, we hope make teacher understand students’ learning status. There are four primary modules inside learning dictionary system: dictionary construct module, search-edit module, learning status detected module, teacher monitor module. Through construct module, teacher can make materials into dictionary format. And student uses search-edit module find out knowledge form system dictionary and can also edit his personal dictionary. When student uses dictionary, learning statutes detected module logs student actions fully to construct student model. When student encounters learning problem, learning status detected module will provide student adaptive learning guide. At the same time, teacher can observe students’ learning status. Was proven by experiment, learning dictionary (1) can really help the student to prepare the week tests. (2) can really know well student’s learning status (3) we do not find there are difference on learning style and strategy when student use dictionary. Besides, through questionnaire, students consider that adaptive learning guide is useful and helpful.
