以知識結構及貝氏網路為基礎之團班及個別指導教學模式成效探討-以國小五年級長方體與正方體單元為例

The Comparison of Effectiveness between Group and Individual Instruction Models Based on Knowledge Structure and Bayesian Networks — taking “ Cuboid and Cube” unit in math of fifth graders as an example

詹幃婷(Chan Wei Ting)

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(2009年)

摘要

本研究主要在結合知識結構及貝氏網路，建置一套五年級數學「長方體與正方體」單元數位指導教材，以本套教材實施於一對二個別指導模式以及團班教學，並比較這兩種教學模式下學生的學習成效。
本研究首先分析「長方體與正方體」課程內容，建立專家知識結構，並依此結構編製適性測驗試題進行紙筆預試。接著依施測結果分析學生的試題結構，並依此結構建立電腦適性測驗系統的選題規則及題庫。此外，參照學生知識結構與專家知識結構編製補救教學結構，進而開發數位個別指導教材，供一對二個別指導及團班教學二種指導模式的實驗教學使用。並在正式施測後，根據所得資料加以分析。研究結果摘述如下：
一、「長方體與正方體」單元適性測驗的平均施測題數是17.77題，平均可以節
省14.23題，可達93.16%的精確預測率；在錯誤類型及子技能方面則有95.28%的預測精準度。
二、此套以知識結構與貝氏網路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「長方體與正方體」單元數位個別指導教材進行一對二個別指導及團班教學，學生的成績都有明顯進步，表示此數位個別指導教材有其使用價值。
三、使用「長方體與正方體」單元數位個別指導教材進行教學後，一對二個別指導模式教學成效優於團班教學模式。
四、中分組與低分組學生而言，一對二的指導模式效果較團班教學好；對高分組學生而言，不同的指導模式效果並無差別。
五、對男學生而言，一對二的指導模式在補救教學時效果較團班教學好；對女學
生而言，一對二的指導模式與團班教學模式進步狀況則無顯著差別。

關鍵字

知識結構 ； 個別指導 ； 適性診斷測驗暨學習系統平台 ； 長方體與正方體

並列摘要

This study aims to establish a system based on knowledge structure and Bayesian network and a digital individual teaching material which is adaptable to Bayesian Network based Asaptive Test（BNAT）,and then compare the effectiveness between group and individual instruction models proposed.
The focus of this study is on the unit of “Cuboid and Cube” . After analyzing the content, 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 instruction is maked up by referring to the remedial knowledge structure of experts and students. Accordingly the digital individual instruction material is developed. The material was provided for experimental teaching. This experimental teaching includes two kinds of instruction models as following: 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 17.77. 14.23 items are omitted and prediction accuracy can reach 93.16％. The prediction accuracy of bugs and skills can reach 95.28％.
2. This digital individual teaching materials making by knowledge structure and Bayesian network is adaptable to two kinds of instruction models. It shows that this digital individual instruction material is valuable for using.
3. After taking the digital instruction, the effectiveness of individual instruction model is better than that of group model.
4. In point of the students for the average mark group and low mark group, the instruction model of one v.s. two is better than one v.s. a group. In point of the students for the high mark group, the two kinds of instruction models have no significance difference.
5. In point of the schoolboys, the instruction model of one v.s. two is better than one v.s. a group. In point of the schoolgirls, the two kinds of teaching models have no significance difference.

並列關鍵字

knowledge structure ； BNAT ； individual instruction ； Cuboid and Cube

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