具有知識建構內涵之互動情境設計與研究

在精熟學習環境的教學過程，教師可以利用形成性評量、具體回饋及定期糾正錯誤來設計出最佳的教學策略，使學生能夠接受到最高品質的教學及充分的學習時間，並且達到預定的精熟程度。在形成性評量方面，評量分析的結果可以進一步的幫助老師了解學生的學習情況，並適當調整自身的教學方式。在互動式情境教學過程中，教師可以即時的補充教學資料，使學習者能夠輕易的暸解教學內容。為了讓學習者融入情境教學和增加學習效果，因此我們提出一套以串流影片與教學教材為主的數位學習教材設計系統，利用互動場景和學習理論為原則來構建一個數位學習教材。我們提出這套系統稱為 Cute Index Maker，根據Concept Map 理論我們整理出系統輸出介面需求，從系統的功能設上分為兩個部分，分別為製作教材的編輯器及閱讀教材的播放器。設計教材者使用編輯器可以載入各類的多媒體教材，並編輯及設計各種情境教學及增加測驗題，最後匯出一個數位學習教材專案。設計教材者和學習者利用播放器即可載入專案後，而提供學習者詳細的學習過程與練習。數位教材內容可以充分表現教師的教學模式，學習者更能從學習情境中獲得知識，達到Bloom的情意、認知和技能三大教學目標，學習記錄更可以進行補教教學和發展學習追蹤。

關鍵字

形成性評量；精熟學習

並列摘要

In mastery learning environment, teachers can use a variety of instructional strategies, such as specific feedback, to design teaching activities by diagnostic formative tests and regular correcting mistakes. Students can achieve a predetermined mastery level effectively by both high quality teaching and appropriate learning period. Furthermore, formative assessment can help teachers understanding the students’ learning situations. Then, teachers can also adjust teaching methods suitably by the formative assessment. In interactive teaching situation, the teaching data can be added immediately into the teaching process. It is easy to understand the teaching content for students leaning. In order to adjust learner merging into the situation of teaching and increasing learning effect, we propose a suit of system using streaming video and teaching materials to build and construct a digital learning materials by using the principle of interactive scene. According to Concept Map theory, Mastery Learning, and KCAASE, the system will be divided into editor and player materials, respectively. The editor is applied by instructional material designer to load, edit, and design several kinds of variety of situational teaching and quiz. The content of materials can illustrate teachers’ teaching model to assist students learning knowledge achieving Bloom's mastery learning, and it can develop the remedial program and learning track in the future.

並列關鍵字

Formative assessment ； Mastery Learning

參考文獻

Assessment for Learning. (2002). Retrieved from Assessment Defined: https://sites.google.com/site/assess4learning/assessment-defined

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., . . . Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Bloom, B. S., Hastings, J. T., & Madaus, F. G. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.

Brosvic, G. M., & Epastein, M. L. (2007). Enhancing Learning in the Introductory Course. The Psychological Record, 57, pp. 391-408.

Cowie, B., & Bell, B. (1999, March). A model of formative assessment in science education. ssessment in Education, 6(1), pp. 101-116.

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具有知識建構內涵之互動情境設計與研究

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