以概念圖作為合作學習分組策略之研究

Grouping strategies based on conceptual graph for cooperative learning

黃宇辰(Yu-Chen Huang)

指導教授 ： 鍾斌賢

中原大學/工學院/資訊工程研究所/碩士(2001年)

https://doi.org/10.6840/cycu200100402

摘要

概念圖的用途非常的廣泛，除了可以作為個人學習的策略同時也是老師教學的方式之一，其也被應用為評量的工具；使用概念圖作為評量的工具，充分地表現出學習者的知識結構，老師也可以由概念圖中瞭解學習者的學習狀況，適時地調整教材及教學方式，可以有效地提升教學品質及學習效果。

本論文提出一套不同的概念圖評量方式，使概念圖評量容易進行並同時確保評量結果的可靠性；在本次的實驗中，學生成績與概念圖之間關聯均呈現正相關，顯示出我們的評量方式可以有效檢測出學習者的學習狀況。我們並將評量結果應用作為合作學習分組策略之參考；配合概念圖計算分數的方法，計算出學習者彼此之間的關聯性分數，用以代表其間的關係，並提出一個最佳組合的演算法使合作學習分組達到最佳化，藉由此種分組方式，使合作學習小組成員組成可以達到知識結構的異質；由實驗的結果可以看出，我們的分組策略可以有效提升整體的學習效果，同時由問卷的結果可以得知，大多數的學習者對於這樣的安排都表示贊同。

關鍵字

概念圖 ； 合作學習

並列摘要

Conceptual graph was used wisely, it is not only as a students’ learning strategy but also as an instructional strategy for science educators. It is also as a tool of instructional assessment called “Concept Mapping”. Conceptual graph represent a student’s knowledge structure. Educators are able to know students’ learning status, adjust teaching materials, improve quality of teaching from classroom assessment by Concept Mapping.

On this thesis, we proposed a new classroom assessment technique of conceptual graph that has a good validity and practice easy. In our experiment, we found students had high relationship between achievement and results of assessment of conceptual map score. We also apply results of conceptual graph to be a cooperative learning grouping strategy. By using and improving conceptual graph scoring method, calculate the students’ relational score with each other. And then, we proposed an algorithm that could find the best of combination of cooperative learning groups. By our grouping strategies, cooperative learning groups is form with heterogeneous knowledge structure. In our experiment, our grouping strategies can promote the students’ learning efficiency of cooperative learning and most of students accept this grouping method by questionnaire responses.

並列關鍵字

Cooperative Learning ； Conceptual Graph

參考文獻

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