在傳統的教學中,教師常藉由測驗分數來了解學生學習成就。若測驗的分數能精確顯示學生的學習成就,學生就能由測驗分數瞭解自己學習成效,但是學生若沒有受到更進一步的指引,未必能透過成績來瞭解自己學習障礙和迷失概念。 隨著來資訊科技快速發展,許多學者透過模糊關聯法則(Fuzzy Association Rule)的應用,來建立學習概念地圖(Concept Map)。本研究提出藉由最佳化的歸屬函數(optimal membership function)模式,針對國小六年級學童小數概念測驗成績進行探勘,找出更客觀、適切的模糊關聯法則,來建構小數學習概念地圖,進而建立最佳的補救教學路徑來提供教師進行補救教學。此外,此模式提供教師快速建構學習者的概念圖,以即時診斷學習者的學習障礙與迷思。
In traditional teaching, teachers often use the result of test scores to understand the learning achievement of students. If the test scores can be accurately portrayed the learning achievement of students, students will be able to understand the learning achievement from their test scores. Unfortunately, if students can’t receive further guidance, they might not find out the learning difficulty and misconception through the test scores by themselves. With the rapid growth of computer and information technologies, many scholars set up learning concept maps through the application of fuzzy association rules. The study proposed to survey the mining decimal concepts of sixth grade students’ test scores by applying the optimal membership function method, and try to find out a more objective and appropriate fuzzy association rules in order to construct concept maps of decimal learning. Furthermore, the study can provide teachers to carry on remedial teaching through the best remedial instruction path. Moreover, the method provides teachers a rapid way to diagnose the learning difficulty and misconception of learners through setting up the concept maps of learners.