結合線上測驗診斷的分層教學決策輔助機制

A Support Mechanism for Decision-Making of Stratified Teaching Using Online Examination Diagnosis

林威言(Wei-Yen Lin)

指導教授 ： 丁肇隆

共同指導教授 ： 張瑞益(Ray-I Chang)

國立臺灣大學/工學院/工程科學及海洋工程學研究所/碩士(2015年)

https://doi.org/10.6342/NTU.2015.01172

摘要

傳統教學過度忽視學生學習能力的差異，個人化教學又常因為教師人力與時間資源不足而失敗，在這兩個極端之間，分層教學成為一個折衷兩方優點的選項。而線上測驗易於重新組合、資料分析的特性，正足以解決分層教學造成教師額外資訊處理負擔的困境。
本研究提出一套結合線上測驗診斷的分層教學決策輔助機制，為有意施行這種教學方式的教師減少處理資訊的負擔。本機制主要由三個模組構成：選題模組、學習成就分析模組、成效衡量模組。選題模組採用線性規劃單體法組合試題；學習成就分析模組參考專家意見，建立學生學習成就追蹤指標；成效衡量模組利用二因子變異數分析分層教學成效。
經教學實驗驗證，結合本機制的國中數學分層教學成效，確實比傳統教學優異。除此之外，實驗發現：分層教學成效與課綱單元難易度有顯著相關的交互作用，特別難的單元，分層教學的成效不彰，然而除此之外，分層教學都有很出色的成效。另一方面，分層教學成效與學習能力分群這兩個因子交互作用沒有顯著性，表示分層教學的成效並不特別明顯侷限在特定的學習能力分群。

關鍵字

分層教學 ； 線上測驗 ； 線性規劃 ； 二因子變異數分析

並列摘要

Stratified teaching is a new option which enable to integrate the advantages of traditional teaching and personalized instruction and avoid their disadvantages, but teacher needs to spend more time on data management. Because of the properties of easier recombination and data analysis, online examination can be used to reduce the data management burden on teachers.
Using online examination diagnosis, this thesis provides a supporting mechanism for decision-making for stratified teaching to help the teachers who intend to adopt stratified teaching. The mechanism consists of three modules: item combination module, learning achievement module and effect evaluation module. The item combination module uses linear programming simplex method to combine items. The learning achievement module set up students’ achievement tracking criteria by interviewing with experts. The effect evaluation module use two-way ANOVA to evaluate the teaching effect.
Experiments show that the teaching effect with the proposed mechanism is better than the traditional teaching. Furthermore, there exists significant interaction correlation effect between stratified teaching effect and difficulty of the course unit. Stratified teaching has better effect on most course units except of especially difficult ones. Besides, there is no significant interaction correlation effect between stratified teaching effect and learning ability group, which shows that stratified teaching effect doesn’t depend on specific learning ability group.

並列關鍵字

Stratified teaching ； Online examination ； Linear programming ； Two-way ANOVA

參考文獻

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