語文領域數位個別指導模式之研發—以「議論文」為例

A study of developing Digital Individual Instruction Model in Language Field — using“essay”as an example

何名倫(HO MINGLUN)

指導教授 ： 郭伯臣

亞洲大學/資訊學院/資訊工程學系碩士班/碩士(2008年)

摘要

摘 要
本研究主要在研發結合試題順序理論與貝氏網路之國民小學本國語文「議論文」電腦化適性診斷測驗與數位個別指導教材整合之教學模式，並比較一師對一生、一師對二生及一師對團班三種指導模式之教學成效。
本研究結果摘述如下：
一、本單元適性測驗的平均施測題數是13題，平均可以節省4題，省題率約23.5%，可達98％的精確預測率。
二、使用本單元數位個別指導教材進行補救教學後，學生的平均分數有顯著的進步（一對一模式：t=2.07，p=0.047；一對二模式：t=2.04，p=0.049；對照組：t=2.87，p=0.007），表示此數位個別指導教材有其使用價值。
三、此套以知識結構編製的數位個別指導教材適合不同指導模式，使用此套教材進行一師對一生、一師對二生及一師對團班指導，學生的成績都有明顯進步。
四、對高分組及中分組的學生而言，不同之指導模式效果並無顯著差異；對低分組的學生而言，個別指導模式顯然優於團班教學模式。
關鍵字：貝氏網路、電腦適性診斷測驗、議論文

關鍵字

貝氏網路 ； 電腦適性診斷測驗 ； 議論文

並列摘要

Abstract
A system used to help Chinese language teaching activities at the primary school is proposed. This study aims to establish a bayesian network based adaptive testing (BNAT) and a digital individual remedial teaching language which is adaptable to BNAT. It helps teachers with individual remedial instruction. We hope it can reach significant effect on testing students’ individual abilities and meeting students’ individual needs.
The focus of this study is on the unit of essay . After analyzing the content of the textbook, the structures of the content were constructed, and items were designed according to them as well. After the pre-test, ordering theory is used to decide the students' knowledge structure and those parameters were used in the item bank. Additionally, the remedial instruction is maked up by referring to the knowledge structure of experts and students. And the digital individual remedial teaching material is developed after that. The material was provided for experimental teaching. This experimental teaching includes three kinds of instruction models for experimental teaching. They are as follows: one teacher teaches one students, one teacher teaches two students, and one teacher teaches a group of students.
Some findings are briefly outlined as follows:
1. The number of items administrated by BNAT is 13, 4 items are omitted and prediction accuracy can reach 98％.
2. After taking the adaptively remedial instruction, students have significant progress on their average grades. （one teacher teaches one students：t=2.07，p=0.047；one teacher teaches two students：t=2.04，p=0.049；one teacher teaches a group of students.：t=2.87，p=0.007） It shows that this digital individual remedial teaching material is valuable for using.
3. This digital individual remedial teaching materials making by knowledge structure is adaptable to three kinds of teaching models.
4. In point of the students for the low mark group, the teaching model of one v.s. one and one v.s. two are better than one v.s. a class. In point of the students for the high mark group and the average mark group, the three kinds of teaching models have no significance difference.

Keywords: bayesian network , computerized adaptive diagnostic test, essay

並列關鍵字

bayesian network ； computerized adaptive diagnostic test ； essay

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