| DC 欄位 |
值 |
語言 |
| DC.contributor | 資訊管理學系 | zh_TW |
| DC.creator | 林侃逸 | zh_TW |
| DC.creator | Kan-Yi Lin | en_US |
| dc.date.accessioned | 2009-7-10T07:39:07Z | |
| dc.date.available | 2009-7-10T07:39:07Z | |
| dc.date.issued | 2009 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=964203020 | |
| dc.contributor.department | 資訊管理學系 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 目前市面上的英語字彙學習工具(如一般字典、電子字典如Google Dictionary、Yahoo字典…等等)大多只提供了英語字彙學習者簡單的查閱功能。但是在學習的流程以及個人化的學習歷程卻相當缺乏。學習者沒有一個良好的學習流程可以使之持續不斷精進自己在字彙學習的方式，也無法得知自己在學習上是否有明顯的進步，那些英語字彙又是自己常常所遺忘的。
然而，台灣學習者學習字彙的通病在於僅是死記字母順序或字義。每個英文字彙不只有一個意義，其在不同的情境蘊含不同的用法及意義。光靠背誦的字彙學習，無法長久儲存在腦海中。字彙學習應結合字音、字形、用法、字義理解、及同反義字等，才能達到有意義的字彙學習。
本論文研究將應用建構式學習以及網路學習社群的設計概念，發展出一套建構式的學習流程以及可靈活調整的階層性課程編排架構。此外也將有用的英語字彙學習策略(例如：單字卡、單字清單、字根字首拆解法)自動化，並且套用在本論文系統 - My VLS之上。以期望能夠對於英語字彙學習者的學習成果帶來明顯的成效與進步。
此外，本論文研究也將在系統中提供學習者個人化的學習歷程以及學習社群中的相關資訊。讓學習者以及教師能夠掌握學習自身以及社群學習者之間的狀況，依照不同的學習情況而調整課程內容學習。使得在教師以及學習者雙方在英語字彙的教學上都可因此受益而帶來效益。
| zh_TW |
| dc.description.abstract | Most of the English vocabulary learning tool just provides vocabulary inquiry functions. These tools lack of vocabulary learning history for learners to understand there learning progress. Thus, learners can’t find out the insufficient parts of their vocabulary learning history and vocabularies they always forgot. Besides, there is no vocabulary learning process for learner, they should follow an effective learning process to improve their learning performance.
Depending on the context, English vocabulary has different meaning. However, Taiwanese EFL (English as a Foreign Language) learners are usually rote the form of English vocabulary. This kind of improper vocabulary learning strategy can’t keep long-term retention in learners’ mind. We have to use efficient vocabulary learning strategy to enhance the long-term retention of vocabulary.
This thesis focus on apply the constructive teaching/learning theory and the concept of web-base learning community to our learning platform. Based on these theories, we will design an agile hierarchical course content structure and constructive learning process depends on learning situation, teachers can free to adjust the course structure and learning process.
Besides, according to the concept of web-base learning community, our thesis system also will provide individual learning history and related-learning community information for vocabulary learners and teachers. Both them will clearly understand their learning situation and adjust their teaching/learning strategy. Through our learning process and agile hierarchical course content, learning performance will improved gradually.
| en_US |
| DC.subject | 網路學習社群 | zh_TW |
| DC.subject | 建構式學習 | zh_TW |
| DC.subject | My VLS | zh_TW |
| DC.subject | 數位學習 | zh_TW |
| DC.subject | 英語字彙學習策略 | zh_TW |
| DC.subject | English Vocabulary Learning Strategy | en_US |
| DC.subject | E-Learning | en_US |
| DC.subject | Web-base learning community | en_US |
| DC.subject | Constructive learning | en_US |
| DC.title | 基於建構主義與社群的英語字彙學習流程於平台 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | Constructivism- and Community-based E-Learning Processes and Platform for Acquiring English Vocabulary | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |