博碩士論文 945902019 詳細資訊




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姓名 石兆芬(Chao-fen Shih)  查詢紙本館藏   畢業系所 資訊工程學系
論文名稱 作為教室教學伙伴之可程式化機器人
(Robot as a Storytelling Partner in the English Classroom)
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摘要(中) 隨著機器人在教育上的廣泛運用,機器人的科技讓我們對教育實踐的夢想又往前ㄧ大步,在教學上的功能與所扮演的角色,更趨多樣化來支援老師的功能與人們原有的互動。
而本論文提出ㄧ套編輯系統,將一個市售的平價機器人加值為可程式化機器人的教學輔具,來讓老師可依教材活動需求來組合機器人功能元件,編輯成互動教學腳本運用於英文說故事課程中,藉由控制已規劃好的機器人腳本來和老師呈現腹語效果的教學表演活動。
經過系統可行性評估與機器人導入教室教學實驗,其研究結果顯示,老師對於系統操作滿意度高,且有效改善說故事之課程準備與教學技巧上的困擾,也提供ㄧ項新的教具選擇。而對於機器人做為國小低年級教室內的教師教學伙伴,確實能活絡學習氣氛與提升學生專注力,明顯表現高動機的行為反應,比起傳統老師故事教學,以及去年機器人單獨說故事的接受度高,學生因為機器人與老師的新型態互動表演模式而更喜歡英文課,期待下次英文或其他課程有機器人加入教學活動。
摘要(英) Following the robot in widespread application education, the robotic technology let us proceed to the dream of instructive practice. The teaching function and the role which acts are tending to variety to supplement teachers’ tasks and human interaction.
This study is to develop a robot storytelling programming kit, and allow teachers to combine the robot functional models depending on their teaching demands. To edit the interaction scripts to utilize during English storytelling class. To edit the interaction scripts during English storytelling class, and teacher controls the robot by programmed robot’s script to show teaching performance of ventriloquial effect.
According to the evaluation result of the system usability and a robot being the partner of a teacher during experimental lesson, there are highly satisfied in the new system implementation and effectively improved teacher’s organization and technique of difficulties in the storytelling lesson. Besides, teachers have a choice of teaching aids. In regard to a robot being the partner of a teacher in the elementary school is assured to improve students’’ concentration and learning atmosphere during the storytelling activities, and significantly appears the highly motivation behavior response. To compare with the traditional teacher story teaching and a robot tell the story alone, this new teaching method has higher acceptance rate. Students like English course because of the robot and the teacher interaction and performance pattern, and also expect to the robot join the teaching activity next English class or other courses.
關鍵字(中) ★ 故事教學
★ 英語教學
★ 機器人
★ 偶
關鍵字(英) ★ English learning
★ puppet
★ classroom
★ Robot
★ storytelling
論文目次 中文摘要………………………………………………………………………………i
英文摘要 ……………………………………………………………………………ii
誌謝…………………………………………………………………………………iii
目錄 …………………………………………………………………………………iv
圖片目錄 ……………………………………………………………………………vi
表格目錄……………………………………………………………………………vii
第1章 緒論 …………………………………………………………………………1
1-1 研究背景……………………………………………………………………1
1-1-1 關於機器人…………………………………………………………1
1-1-2 說故事相關輔具與技術……………………………………………2
1-2 研究動機 …………………………………………………………………3
1-3 研究目標 …………………………………………………………………4
1-4 問題與對策 ………………………………………………………………4
1-5 論文架構 …………………………………………………………………6
第2章 機器人在教室內運用之相關研究、理論與工具……………………………7
2-1 相關研究……………………………………………………………………7
2-1-1 機器人作為教學輔具之研究………………………………………7
2-1-2 說故事相關輔具技術………………………………………………9
2-2 相關理論 …………………………………………………………………10
2-2-1 說故事教學法 ……………………………………………………10
2-2-2 偶在教育上的運用 ………………………………………………11
2-2-3 外語學習動機 ……………………………………………………13
2-3 相關技術與工具 …………………………………………………………13
第3章 機器人於英語課堂的應用…………………………………………………16
3-1 說故事技巧 ………………………………………………………………16
3-2 機器人做為教室說故事的最佳良伴 ……………………………………19
3-3 說故事活動設計 …………………………………………………………21
3-4 機器人導入故事教學課程 ………………………………………………22
第4章 可程式化機器人說故事工具實作…………………………………………24
4-1 軟體、硬體與實驗環境……………………………………………………24
4-2 使用者操作介面 …………………………………………………………27
4-3 說故事活動模式運作流程 ………………………………………………31
第5章 實驗分析與討論……………………………………………………………32
5-1 實驗ㄧ:系統設計可行性評估 …………………………………………32
iv
5-2 實驗二:傳統故事教學V.S機器人故事教學……………………………36
5-3 實驗三:機器人故事教學效果……………………………………………41
5-4 教師使用機器人之教學歷程感受 ………………………………………52
第6章 結論…………………………………………………………………………55
參考文獻 ……………………………………………………………………………57
附錄一:英文說故事實驗課程教案…………………………………………………60
附錄二:系統使用前後可行性評估問卷……………………………………………61
附錄三:學生對教學實驗滿意度問卷………………………………………………63
附錄四:與老師訪談資料……………………………………………………………65
附錄五:教學方式與教學效果的T檢定……………………………………………66
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指導教授 陳國棟(Gwo-Dong Chen) 審核日期 2007-7-16
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