配合線上診斷測驗之ICT教學模式探討 －以國小五年級「因數與倍數」單元為例

An ICT Teaching Model with Computerized Adaptive Test - Using The“ Factor and Multiple“unit in Elementary School of grade 5 Math as an example

陳建政(CHEN CHIEN CHENG)

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

本研究主要在建立一套以國小五年級數學領域「因數與倍數」單元為評量內容，結合專家知識結構並以貝氏網路為基礎之電腦化適性診斷測驗，及編製一套配合適性測驗的數位指導教材，供教師進行教學時使用，期能達到「因材施教」與「因材施測」的效果。
本研究首先分析「因數與倍數」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知識結構，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，進而開發數位指導教材，並將此教材用於學校教學，比較有使用教材的實驗組與沒有使用教材的對照組之間的教學成效，茲將研究結果摘述如下：
一、結合專家知識結構之貝氏網路的診斷結果與專家人工判斷的吻合程度相當高，能快速且精確判斷錯誤類型、子技能及單元目標達成的有無。
二、「因數與倍數」單元之電腦化適性診斷測驗系統大約可節省二成左右的試題。在試題作答反應，平均預測準確率97.13%，顯示該電腦適性測驗的預測能力與完整測驗間的符合程度相當高。
三、使用數位指導教材進行教學之實驗組團班學生，在教學後的前測成績比沒有使用數位指導教材之對照組團班學生，有明顯的進步。
四、使用數位指導教材進行補救教學之實驗組團班學生，在補救教學後的後測成績比沒有使用數位指導教材之對照組團班學生，有明顯的進步。
五、對中低分組學生來說，使用數位指導教材進補教學之實驗組團班學生，後測進步的分數，明顯優於對照組團班學生，顯示本教材對中低分組學生較具成效。

關鍵字

專家知識結構 ； 貝氏網路 ； 電腦化適性診斷測驗 ； 因數與倍數

並列摘要

Based on expert knowledge structure and Bayesian Networks, this research aims to establish a Computerized Adaptive Diagnostic Test to assess the 5th grade students’ knowledge and performance in mathematic topic ‘Factor and Multiple’ at primary school and to develop a set of digital remedial teaching materials to instruct teachers. It is expected that this pedagogy can meet different needs of students and provide different levels of tests for students of different abilities.
This research firstly analyses the content of ‘Factor and Multiple’ and establishes expert knowledge, upon which an adequate set of test questions is designed for pre-testing students. Subsequently, students’ knowledge structure on this mathematic topic is analysed and classified in terms of the pre-test results. Furthermore, a computerized adaptive diagnostic test bank and rules of selecting questions for test is constructed based on students’ knowledge structure. Additionally, a remedial instruction is completed by referring to student knowledge structure and expert knowledge structure and leads to the development of digital remedial teaching material. This teaching material was used at school with an experiment where one group of students used digital remedial teaching material and the other did not. The results of this experiment in relation to teaching outcomes between the two groups are summarized as follows.
1. The accuracy and speed of diagnosing students’ mistakes, sub-skills and unit objective achievement by applying Bayesian Networks combing with expert knowledge structure is similar to that of manual check by specialists.
2. It is estimated that the number of questions can be reduced by 20% by using Computerized Adaptive Diagnostic Test for ‘Factor and Multiple’. The accuracy rate of predication is 97.13%, which implies that the predication capability of using Computerized Adaptive Diagnostic Test matches that of having a complete test.
3. The students of the group using digital remedial teaching material show significant improvements in their begin test results comparing with the results of the group students without using digital remedial teaching materials.
4. The students of the group using digital remedial teaching material show significant improvements in their final test results comparing with the results of the group students without using digital remedial teaching materials.
5. Students whose performance are at or below average mark (80-89 or below 80) have made significant progress in final test results after using digital remedial teaching materials. This shows that digital remedial teaching materials produce a marked effect for students in this group.

並列關鍵字

Knowledge Structure ； Bayesian Networks ； Computerize Adaptive Diagnostic Test ； Factor and Multiple

參考文獻

黃國勳、劉祥通(2002);科學教育研究與發展第三十期

沈俊達（2003）。以知識結構為主的電腦適性化診斷測驗系統之研究－以國民小學數學領域為例。台中健康管理學院資訊科技學系碩士論文，未出版，台中縣。

曾彥鈞、劉育隆、郭伯臣(2006)。以知識結構為基礎之適性化診斷測驗系統建置。溫明正(主持人)，中小學網路教學與數位學習，TANET2006台灣區網際網路研討會，國立花蓮教育大學。

黃雅鳳（2006）。以貝氏網路為基礎之能力指標測驗編製及補救教學動畫製作–以六年級數學領域之「分數與小數」相關指標為例。亞洲大學資訊工程研究所碩士學位論文，未出版，台中縣。

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