於問題導向式學習中評量開放型知識地圖

The Evaluation of Open Knowledge map in Problem-Based Learning

田焙明(Pei-Ming Tien)

指導教授 ： 賀嘉生

中原大學/工學院/資訊工程研究所/碩士(2008年)

https://doi.org/10.6840/CYCU.2008.00423

摘要

在資訊科技與全球網際網路蓬勃發展的現在，使得數位學習增加了許多的便利性，包含了資料更易於被蒐集到，以及多媒體教材的開發。但是如何增進學習的效率，並應用到電腦上，依舊是一個研究重點。
目前問題導向式學習(Problem-Based Learning)，已經慢慢變成另一種教學的趨勢。在問題導向式學習中，學生透過解決老師所提出的問題，達到學習的效果。而學生利用討論與蒐集資料，並將討論結果或是資料彙整到概念圖上，使自己的資料並不只是單單存在腦中，而是圖像化出來。
藉由學生產生的概念圖，學生之間可以藉由彼此的比較，知道每個人的不同點。而老師也可以利用學生的概念圖進行事後的評鑑或追蹤，找出學生缺少或錯誤的部份，給予引導或糾正的動作。
知識地圖是另一個類似概念圖的知識結構，由概念階層與概念基模所組成。概念階層類似於概念圖，但是不同於概念圖上的每個概念只能產生一次，知識地圖上的概念，會因為概念在概念階層中的位置，與概念自身的概念基模而有所不同。
本論文中，藉由概念圖所發展出的評量方式，試著純粹以知識地圖的結構做出評鑑方法。本論文所發展出的系統，將學生的知識地圖切割成不同的區塊，並藉由不同區塊的形狀回饋給教師，讓教師能直接了解學生偏重於哪種類型的結構建構方式。另外本論文也利用知識地圖的一些特性，設計了即時偵測地圖上的某些部分。透過這些部分，能使老師更輕鬆的找到目前學生討論的重點所在，與相關的概念。

關鍵字

知識地圖 ； 概念圖 ； 問題導向式學習 ； 知識結構

並列摘要

The e-learning is more and more convenient for collecting information and developing the multimedia teaching material by developing of information technology and World-Wide Web. But increasing the learning efficiency is still an important issue in e-learning.
Nowadays, Problem-Based Learning becomes a teaching tendency. By Problem-Based Learning, the student solves the problem which teacher proposed, achieves the studying effect. In Problem-Based Learning, student reorganizes his materials that are collected by discussion with others on concept map. Concept map can make these data that are collected by student visualizable.
Students can compare the concept map made by themselves with others and they can know the difference from concept map. Teacher can find the erroneous concepts or short of concepts by detecting student's concept map and teacher can help student to fix the concept by these erroneous concepts or short of concepts.
Knowledge map is another knowledge structure like concept map. It is composed of concept hierarchy and concept schema. Concept hierarchy is like concept map. Concept in the concept map is unique and there is not the same concept. But concept can be the same in knowledge map. The same concept has different meanings in different place or containing different concept schemas.
In this thesis, we try to make a quantitative method for knowledge map by using concept map's quantitative method. The feedback system can cut a knowledge map into several different blocks, and teacher can know the student's knowledge structure by cutting these several blocks. We design a real time detection system that can detect the attributes of knowledge map. By detecting the attributes of knowledge map, teacher can find the key point about the student's discussion easily.

並列關鍵字

Knowledge map ； Concept Map ； Problem-Based Learning ； Knowledge Structure

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