標題: 適性化學習網站之研究:以高中數學為例
An Adaptive Learning Environment: A Case Study on High School Mathematics
作者: 林信男
Lin Hsin Nan
孫春在
Dr. Cheun-Tsai Sun
資訊科學與工程研究所
關鍵字: 適性化;網路學習;建構主義;adaptive;web learning;constructivism
公開日期: 2000
摘要: 網路學習雖然有許多的便利性,但是卻也引發一些新的問題,例如學生容易迷失於網路學習的超空間中,並且不易獲得資訊的整體概觀。此外,過多的鏈結結構也會給學生帶來很大的學習負擔。因此『迷失方向』與『認知負荷』是超媒體文件研究中最主要的兩大問題。為了要解決迷失的問題,學習網站就必須要有相當大的彈性,也就是要能夠提供適性化的網路教材和適性化的學習路徑。 本研究的特色在於提出簡易的適性化教材發展機制,能夠整合內容導向與存取導向的調適技術。在內容導向方面,學生可依據自己的學習狀況,選擇教材的瀏覽模式,增加使用者的學習效率。在存取導向方面,本研究從建構主義的觀點出發,針對學生的學習狀況給予適性化的學習路徑。以觀念為中心的學習方式,可強化學生觀念的建立,達到補救式教學的目標。 本研究的重要貢獻在於提出適性化學習網站的新模式,利用簡易的適性化教材編輯機制,即可建構出完整的適性化網路學習環境。
Although web-based learning is convenient to students, it has also brought them some new problems. For example, students are easily lost in hyperspace while they are learning on the Internet. In addition, they cannot easily maintain a global view about the information. Furthermore, too many link structures also bring a heavy burden to students. As a result, “disorientation” and “cognitive overhead” become two challenging problems in hypertext studies. In order to solve these problems, a web-based learning system will need more elasticity and personalization. In other words, it must be able to support adaptive courseware and adaptive learning path for the web-based learning. This study is to provide an easy mechanism for developing adaptive courseware, which integrated content-based and access-based adaptation technologies. In the content-based aspect, students will be able to change the learning mode to improve the learning efficiency according to their learning status. In the access-based aspect, this study takes the viewpoint from constructivism to suggest adaptive learning paths to students according to their learning processes. The concept-centered learning style supported by this system can strengthen the establishment of concepts for students. And it helps to achieve the goal of remedy learning. The primary contribution of this study is to provide a new style of adaptive learning and develop a system to support it. By taking advantage of the easiness brought by our mechanism to edit adaptive courseware, we can move toward a complete adaptive learning environment.
URI: http://140.113.39.130/cdrfb3/record/nctu/#NT890394065
http://hdl.handle.net/11536/66969
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