合作學習動態分組策略

Dynamic Grouping Strategies based on Conceptual Graph for Cooperative Learning

陳正明(Zeng-Ming Chen)

指導教授 ： 鍾斌賢 ； 林聰武

中原大學/工學院/資訊工程研究所/碩士(2003年)

https://doi.org/10.6840/cycu200300177

摘要

當教師要進行合作學習活動時,首要的步驟就是進行小組分組,好的分組策略能對合作學習活動有更佳的效果。因此本論文提出了新的分組策略,使用教師的教材概念圖描述課程單元的配置及分組階段;使用學生的學習概念圖作為分組的依據,並引入多次分組及部分分組的概念,可有效改善一次分組可能產生的問題。
利用本論文所提出之分組策略,我們將學習過程分為多個階段,且於每個階段結束時,依據各個學習者知識結構之同質性與異質性,計算組內互補度;互補度低於門檻值之組別及與之可組合出更好分組之各組,將被打散後進行重新分組,以搭配出最好的學習互補團隊。透過實驗的結果可以看出我們的分組策略可以有效的提昇整體的學習效果,且透過問卷,也可得知學生對於此種分組策略皆持正面的態度。

關鍵字

分組策略 ； 合作學習 ； 概念圖

並列摘要

When teachers adopt cooperative learning , grouping is of the first importance. A well grouping strategy will make better effect of cooperative learning activities greater. In this thesis , we devise a novel strategy by using the curriculum conceptual graph of teachers to illustrate curriculum section and form students into several learning groups. According to the learning conceptual graph of each student, we propose dynamic-grouping and partial-regroup to solve problems which were found in the traditional single grouping strategy.

By using the proposed strategies, we divide learning activities into several stages ; after finish each stage, we calculate group complementary factor according to homogeneous and heterogeneous knowledge structure of each group member ; and then regroup the groups that have complementary factor below threshold . The regrouping strategy achieve the best complementary groups for further learning stages. From evaluation, it is significant that our strategy improve all students’ learning effect . And from questionnaire , Students have positive response with our grouping strategy.

並列關鍵字

Conceptual graph ； Grouping Strategies ； Cooperative Learning

參考文獻

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