數位教材與電腦適性診斷測驗融入教學之探討－以國小六年級數學「放大縮小比例尺」單元為例

The research of Digital Teaching Materials and Computerized Adaptive Test Involved Teaching - Using The “Reduced and Enlarged and Scaled ” unit in Elementary School of grade 6 Math as an example

林美秀(Meishew Lin)

指導教授 ： 郭伯臣

亞洲大學/資訊學院/資訊工程學系碩士在職專班/碩士(2009年)

摘要

本研究目的是將數位教材與電腦適性診斷測驗融入教學並評估其教學成效。研究範籌是以國小六年級「縮圖、放大圖與比例尺」單元為教學內容，研發以知識結構為基礎之教材，包括教學用之授課教材、補救教材、數位化之教學媒體、與補救教學之動畫，並建立以「知識結構」為基礎結合「貝氏網路」之電腦適性診斷測驗，且將之融入本單元之教學評量及補救模組，以診斷學生之錯誤類型與子技能之有無，並回饋學生、教師以系統立即的作答結果分析做適性化的補救教學。此外，為評估此教學模式之指導成效，將自編的數位指導教材應用於學校團班教學，分析使用此教材的實驗組與使用傳統課程教材的控制組之間的教學成效差異，本研究結果摘要如下：
一、「縮圖、放大圖與比例尺」單元電腦適性診斷測驗系統的平均施測題數是19.76題，平均能節省16.24題，能有效節省45％以上之題目，且能達92.58%的精準度。
二、以「知識結構」為基礎結合「貝氏網路」之電腦適性診斷測驗融入本單元之教學評量，在錯誤類型及子技能方面的預測精準度，前測達到94.41％，後測達到94.83％。
三、教學效能上，融入自編數位指導教材之實驗組團班學生，其教學後的前測成績優於使用一般指導教材之控制組團班學生，表示此套指導教材提昇學習成效顯著高。
四、補救教學效能上，使用自編指導教材進行補救教學之實驗組團班學生，其補救教學後的後測成績優於使用一般補救教材之控制組團班學生，顯示此套補救教材補救成效顯著高。
五、實驗組接受此套數位指導教材指導後，該組學生的成績在教學指導後的前測成績、補救教學後的後測成績都有明顯的進步，且達顯著水準；證明此數位指導教材的確具學習與補救教學效果。
六、對實驗組團班學生而言，此自編教材對於高能力組、中能力組與低能力組的學生皆有正向的顯著學習效果，尤其中能力組、低能力組的成績進步幅度大大高於高能力組。
七、部份概念學習成果會依學習風格而有不同的表現。
關鍵字：縮圖、放大圖與比例尺、知識結構、貝氏網路、電腦適性診斷測驗

關鍵字

縮圖 ； 放大圖 ； 比例尺 ； 知識結構 ； 貝氏網路 ； 電腦適性診斷測驗

並列摘要

The purpose of this study is to integrate mathematical teaching materials and computerized adaptive diagnostic test into teaching and evaluate its performance. The study focus on the unit of “Reduced ,Enlarged and Scaled” in the sixth grade mathematics and to develop related materials based on expert knowledge structures. The content of the lessons include complete instruction, computerized adaptive diagnostic test and remedial teaching activities.
Based on Knowledge structure, the concept of Bayesian networks is also applied in this computerized adaptive diagnostic test system. BNAT is used in the assessment, and the remedial modules in order to provide a precise diagnostic result which includes mistaken types and sub-skill indications of each student. The teachers, then, can apply adaptive remedial teaching to each student according to the individual analysis of the diagnostic. Next, the analysis is done between the experimental and traditional teaching group in order to evaluate the performance of this teaching model.
The results of this study are as follows:
1. The test result of BNAT applied on the unit of Reduced, Enlarged and Scaled is listed behind. In average, 19.76 items of question were delivered, and 16.24 items could be saved. As a result, more than 45% of the rate of saving items was achieved and 92.58% of prediction accuracy was reached.
2. Based on knowledge structure, with the concept of Bayesian networks, BNAT is used in the assessment. After analyzing the mistaken types and sub-skills, the prediction accuracy was 94.41%in pre-test and 94.83% in post-test respectively.
3. In terms of teaching efficiency, the assessment result of the experimental group was better than the result of the traditional teaching group according to the pre-test result. This means the introduction of the materials enhance the learning.
4. In the post-test, the assessment result after receiving remedial activities, the experimental group can achieve better score than the traditional teaching group. This means the remedial material performs effectively more than the traditional.
5. The experimental group performed better than the traditional teaching group in either the pre-test or the post-test. The effective result on learning was hence proven.
6. Positive effect was gained on all sub-groups of the experimental group, especially on the middle and low ability sub-groups. They had improved more than the high ability sub-group had after the remedial activities had been received.
7. The analysis result shows that these students performance on some skills’ acquisition is connected to their thinking styles.

並列關鍵字

Reduced ； Enlarged ； Scaled ； knowledge structure ； Bayesian networks, computerized adaptive diagnostic test ； computerized adaptive diagnostic test

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