運用S-P表分析與概念詮釋結構模式於大學部程式設計課程概念之研究

Apply Student-Problem chart analysis and CAISM to college level programming language course

葉律吟(Lu-Yin Yeh)

指導教授 ： 梁錫卿

朝陽科技大學/資訊學院/資訊管理系/碩士(2009年)

摘要

在資訊專業領域中，程式設計是最基礎的技能，現今大部分學校程式設計已是資訊管理系的必修課程，然而程式設計課程的教學目標主要讓學生了解程式語言的基本結構，期望培養出優良且專業的資訊人員。老師的教學過程中，可能會因學生的資質不同、老師敎法不同或者學生適應力不同而造成有學習落差的存在，傳統的評量是以測驗的結果分數來評定學生的學習成效，即以及格與不及格來表示學習者的學習成效，但是分數無法顯示每個學生對概念的理解程度，也無從得知個別學生對概念間的落差，造成老師無法針對學習者所缺乏的概念進行補救。

程式設計課程在資訊相關領域中是重要的一門課程，一直以來有個現象，學生的學習成效有下降的趨勢，這類的訊息過去從兩個面向來解讀，第一，從客觀的角度方面，測驗成績總分來評量每一位學生的學習成效；第二，從主觀的角度，老師根據上課學生的反應所得的主觀印象。不論是從哪一角度來解度學生的學習狀況是有限的，且無法精準、有系統的呈現出學生的學習狀況，尋找一套客觀、有效的方法來分析學生的學習狀況，對老師的教學調整與學生的弱點的補強都是必要的。本研究以學生作答反應資料為基礎，採用S-P表分析理論與概念詮釋結構模式兩種方法來尋求一套客觀、有效的方法，用以理解大一新生在程式設計課程中的學習狀況，協助老師了解學生的學習困難之處，並可作為教學調整與補救教學的一個參考。

關鍵字

概念詮釋結構模式 ； S-P表分析理論 ； 程式語言

並列摘要

Programming is a fundamental skill in information field. Nowadays, the majority of the information management department of the college level school has already chose it as a compulsory course, however, the programming course''s teaching goal mainly guide the student to understand the basic structure of the programming language, expect to produce an information speciality.

The differences of the students'' ability and the teachers'' teaching methods may cause the existence of the different learning result in the teaching process. Using the traditional assessment method, the student''s achievement is evaluated by the score, namely pass or fail on an examination which does not reveal a learner''s learning status. Also, we cannot tell the understanding level of a student via learning conceptual model. It is hard for a teacher to know where to remedy the lack of the learning concepts of each individual student.

In the information related fields, programming is an important course. The phenomenon is that the students'' learning achiement is in a downward trend. We can view this kind of information in two aspects. First, from the objective view, the peroformance of each student is evaluated by grade; Second, from the subjective view, the performance of each student’s is evaluated by teacher''s subjective impression. No matter which aspect, it is hard to precisely understand each student''s status in leaning.

To help the teacher''s to prepare an effective remedy course, it is needed to design a systematic way to realize student''s understaning about their learning topics. In this thesis, S-P chart and CAISM is used to accomplish this purpose and the outcome can help the teacher a lot.

並列關鍵字

Concept advanced interpretive structural modelin ； Student-problem chart analysis theory ； Programming language

參考文獻

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