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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/9139

    Title: 建立教室內具適性化之教學支援與學習輔助的師生即時互動系統;Building interaction system in the classroom: provide teaching supporting and learning assisting.
    Authors: 吳國彰;Kuo-Chang Wu
    Contributors: 資訊工程研究所
    Keywords: 互動系統;適性化教育;教室內;adaptive instruction;interaction system;in the classroom
    Date: 2006-07-17
    Issue Date: 2009-09-22 11:41:51 (UTC+8)
    Publisher: 國立中央大學圖書館
    Abstract: 雖然目前網路教學及虛擬教室等新興教育方式十分的盛行,但反觀我們自己的經驗、週遭的親朋好友及國民教育等的。教室裡的教育仍為不可取代的,因為根據學者統計研究,分析出教室裡最主要的獨特因素仍為具有社群活動及面對面的視覺、聽覺差異。 在回歸到教室裡的教育研究,有許多的學者討論教室裡的學習問題,發現師生溝通與互動不良,往往是導致教室內的學習效率不佳的最大因素。因此在伴隨著電腦科技的進步下,已有許多研究在設計並實驗證實了feedback system(回饋、自評系統)及interaction system(互動系統)的效果,但我們比較及實用分析這些研究,發現仍有不足的地方。因此我們整合了研讀後的想法及實驗過後取得的數據,補足了回饋系統其中自評狀態的項目,以及學生自評之餘能得到相對應的輔助,如補充教材及電子筆記的制作,並讓老師在台上看到這些學生的反應資訊時,提供適時的支援並引導使用有效的學習活動,解決老師在台上面對這些資訊時的負擔。 當我們的系統與機制完成後,經過實驗(中央大學,大一計概課的學生,共16名學生,為期6次的試用),將其結果和未使用系統與機制做比較分析,證實我們有效的透過自評的細化及分析讓老師很清楚明白的知道學生的狀況,包括了情緒面和知識面,而支援系統能適時有效的幫助老師的教學,提供老師可以參考的建議,並有系統可以做互動的行為,學生也對於上課使用此系統做為輔助來建立電子筆記,和做互動交流表示贊同,以及對反應後得到的幫助和感受到老師給的關懷程度都有正面的回應。 Although Distance Learning and Virtual Classroom are hot and new learning ways that attract a lot of students, learning in classroom is still more common and popular, moreover, learning in classroom has not been replaced by other methods outside of classroom because it is more interactive and social. In recent years, many scholars have been researching educational problems occurred in the classroom, and it is known that the main cause of low learning efficiency is usually about bad communication and interaction between student and teacher. As the progression of computer science, the ability of feedback system and interaction system was designed and proved by in many studies; however, after surveying researches in this realm, we found that there might be some insufficiencies waiting to be improved. Thus, we combined existed results with our ideas and tried to fix defects of reactive circumstance and data analysis in feedback system, and made this system, with duly supports and functions leading to effective learning, useful for teachers to solve their problems of inability to deal with feedbacks on stage. When we completed our system and mechanism, we have proved that the subdivision and analysis of feedback enable teachers to know their students’ situations, including their emotions, through experiments. And, it is not only that the support system helps teacher on teaching- students admired this system as an assisting tool of responding and taking notes. Furthermore, they specifically gave positive opinions about the feeling of being concerned after their response.
    Appears in Collections:[資訊工程研究所] 博碩士論文

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