University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

由國際教育學習成就調查委員會統一命題之國際數學與科學教育成就趨勢調查測驗，為便於台灣中小學生施測與理解，英文原文試題內容需要經過許多人工討論及翻譯時間。為了增進翻譯內容一致性及其效率，我們設計一套符合測驗試題的輔助翻譯系統，將不同格式的試題文件，經執行語法分析式的片語擷取和字典查詢，透過使用者介面，選擇合適的片語詞彙翻譯選項和詞序調整，以及提供目前常用之線上翻譯服務、回顧翻譯類似句、以及加減詞彙等功能。為了能提昇翻譯詞彙的選擇正確性，我們記錄翻譯者選詞動作，讓翻譯者能回顧過去曾處理過的翻譯類似句，並且按照系統提供之選詞頻率資訊、科學領域的期刊語料之詞頻統計，以及利用統計式中英詞彙對列和語言模型，更改選詞的優先順序。我們嘗試以過去試題為實驗對象，按年級及學科區分6大試題類別，搭配4種選詞策略，透過BLEU及NIST之翻譯評估指標比較線上翻譯系統和本系統，實驗結果顯示在各實驗組的評估上均有優於線上翻譯系統的效果。 / Test items used in the Trends in International Mathematics and Science Study (TIMSS) are designed by The International Association for the Evaluation of Education Achievement, for facilitating education scientists to measure students’ competence in science and mathematics. Translating the English items into Chinese items demands a lot of work. Therefore, we would like to offer a computer-aided translation environment to improve the consistency and efficiency of the translation process. Through the user interface, translators could input different document format of test items, use phrase analysis and dictionary to find different phrase translations, and adjust word orders. Users of our system may obtain translations from on-line translations provided by Google and Yahoo, can look for previously translated items that contain specific word patterns, and so on. For selecting appropriate Chinese translations for English words, we considered users’ past selection, word frequencies in relevant corpora, and other language-related information in parallel corpora. We employed test items used in TIMSS 1999 and TIMSS 2003 to evaluate the effectiveness of our translation environment. Translations recommended by our system were compared with actual Chinese translations of the test data, and the similarity was measured with the BLEU and NIST metrics. Experimental results indicate that our system performed better or similarly with Google and Yahoo on-line translation systems.

本研究的主要目的在於比較「GSP融入數學教學」與「傳統講述教學」對學生學習幾何課程之成效，並探討實驗組學生經由「GSP融入數學教學」後的態度與看法，以便可以作為將來在國中階段發展GSP輔助教學之參考。 本研究採不等組前後測準實驗研究設計，以桃園縣某國中三年級兩班共67名學生為研究對象，非隨機分派一班為實驗組，進行GSP融入數學教學；另一班為控制組，進行傳統講述教學，經由Kolb學習風格量表受測，區分為「具體經驗」及「抽象概念」兩類的學生，教學實驗為期六週共十二節課，教學內容為國三第五冊幾何單元「圓」，探究不同性別與不同學習風格之學生分別接受不同教學方法之後，在數學學習態度、學習成就與學習保留上的差異，採用二因子共變數分析統計方法驗證假設，並於實驗教學後針對實驗組做「GSP使用態度調查表」以了解學生的態度與反應。檢定分析與調查結果，得到以下結論： 一、排除前測影響後，學生在數學學習態度上的表現： (一)不同教學方法分別與不同性別、不同學習風格之間沒有交互作用。 (二)不同性別、不同學習風格均無顯著差異。 (三)不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。 二、排除前測影響後，學生在數學學習成就上的表現： (一)不同教學方法分別與不同性別、不同學習風格之間沒有交互作用。 (二)不同性別、不同學習風格均無顯著差異。 (三)不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。 三、排除前測影響後，學生在數學學習保留上的表現： (一)不同教學方法與不同性別之間沒有交互作用，且均無顯著差異。 (二)不同教學方法與不同學習風格之間有交互作用。 (三)以GSP融入數學教學而言，不同學習風格會造成顯著差異；抽象概念的學生優於具體經驗的學生。 (四)以抽象概念風格而言，不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。 四、實驗組學生使用GSP態度分析 實驗組學生在幾何單元「圓」實施「GSP融入數學教學」後，絕大多數的學生喜歡此種教學方法，並抱持著正向及肯定的學習態度。 最後根據研究結果提出具體建議，以供學校、教師及未來研究者參考。 / The main purpose of this study is to compare the effectiveness of learning geometry using new teaching method (i.e. GSP in mathematics teaching) and traditional teaching method. For the possibilities of applying GSP to junior high school math teaching in the future, this study also analyze how students learn and react toward ‘GSP in mathematics teaching’. There are two grade 9 classes with totaled 67 students in the study. One class is assigned as the experimental group (i.e. GSP in mathematics teaching). Another class, the control group, is taught by traditional narrative teaching. All student are categorized, based on Kolb Learning Style Inventory(LSI), into two types: Concrete Experience and Abstract Conceptualization. The experiment consists of 12 classes in 6 weeks. The geometry content is ‘circle’, in book V for 9th graders. The study analyzes how students with different learning styles and genders react to these two math teaching methods. The attitudes , achievements and retentions of students learning are the main interests. The hypotheses are tested using two-way ANCOVA. Students in the experimental group are further evaluated with GSP questionnaire at the end of the experiment. The conclusions are as follow: I. For the attitude of students in learning math: 1. There is no interaction between teaching method and gender and between teaching method and style. 2. There is no significant difference between different genders and between different learning styles. 3. Different teaching methods have significant difference: GSP in math teaching is much better than traditional narrative teaching. II. For the achievement of students in learning math: 1. There is no interaction between teaching method and gender and between teaching method and style. 2. There is no significant difference between different genders and between different learning styles. 3. Different teaching methods have significant difference:GSP in math teaching is much better than traditional narrative teaching. III. For the retention of students in learning math. 1. There is no interaction between teaching method and gender. In addition , there are no significant differences between teaching method and between different gender. 2. There is interaction between teaching method and learning style. 3. Learning styles have significant difference when GSP is used in math teaching. Students categorized in Abstract Conceptualization perform better than those in Concrete Experience. 4. Among those Abstract Conceptualization students from GSP in math teaching class is significantly better than those from traditional narrative teaching. IV. For the attitude of students with GSP: Most students in experimental group are fond of GSP in math teaching, and hold a positive attitude toward learning . Finally, suggestions based on this study will be provided for school authority, teachers and other researchers. Keyword: GSP, computer-assisted instruction, learning style, mathematics learning attitude, mathematics learning achievement, mathematics learning retention, ANCOVA

本研究旨在歸納電腦輔助國中英語任務教學之設計原則，並探究學生在使用電腦軟體時的互動模式。同時，本研究期望能進一步了解，針對此一教師設計之電腦輔助英語教學軟體，學生在使用過程所遇到的困難及與學習夥伴互動的模式。 本研究採取質的研究方法，並且以設計本位研究的概念為架構。研究者先行設計出一套任務導向之電腦英語教學軟體，作為研究雛型。研究對象為九對高學習成就之國中生。研究時程分為三個階段，每個階段由三對學生者參與。藉由觀察及訪談，分析出學生(1)分別在三個階段所遇到的困難，以及(2)與夥伴互動的模式。在第一部份，先一一探討學生對於每個任務的反應，再歸納出重要的教學議題及軟體在下一階段所應作的修正。在第二部份，先討論學生在互動的過程所扮演的角色，再呈現訪談資料裡學生內心對於互動過程的感受。本研究發現，符合學生學習需求的軟體設計、教師所提供的心理支持、及學生互動的品質，皆是影響電腦英語教學成效之關鍵因素。 本研究根據以上軟體設計及學生互動的討論結果，進一步提供建議，以作為任務導向之電腦英語教學相關議題之研究參考。 / The purpose of this study is to derive useful insights and principles for the design of the computer-supported collaboration tasks and to explore patterns of learners’ interaction when working on the computer tasks. This study attempts to understand how learners react to the teacher-designed computer-supported collaborative learning tasks and how they work together with their partners. This study adopts qualitative approach methods within the design-based research framework. First, a task-based computer program is designed as a prototype. Then 9 pairs of high-achieving junior high school students are selected to use the software. Throughout the three cycles of implementation with three pairs of students in each, qualitative data are collected through direct observations and an interview. The results are presented according to the three cycles with a separate section on the participants’ interaction. In the three cycles, the participants’ reactions to each task within each scene are first described, and then pedagogical issues and design adjustments for the next cycle are discussed. In the interaction section, three roles taken by the participants across three cycles are identified, with a discussion on the participants’ viewpoints on their interaction. It is found in this study that the program design, the teacher’s support, and the nature of the learner’s interaction are the key elements affecting the outcomes of using this CSCL program. Finally, pedagogical implications and suggestions based on obstacles that the participants encountered during the program are discussed, with the discussion on limitations of this study and suggestions for further research.

本研究主要目的是探討GSP電腦輔助教學對國三學生學習三角形外心、內心及重心之成效。研究採用準實驗研究法中之不等組前後測設計，以桃園縣一所國中三年級四班共127位學生為研究對象，分派兩班為實驗組共63位學生，進行GSP電腦輔助教學課程；另兩班為控制組共64位學生，進行一般傳統講述教學課程。學生學習風格採用Kolb學習風格量表區分成「主動實驗」及「省思觀察」兩種類型，為探究不同學習風格之學生接受不同教學方法之後，在數學學習態度、成就與保留上的差異，採用二因子共變數分析檢定研究假設。並於實驗教學後，以GSP電腦輔助教學意見調查表調查其看法及態度，整理檢定分析及調查結果後得到以下結論： 一、排除前測影響後，學生在數學學習態度上的表現： (一)教學方法因子效果及學習風格因子效果之間沒有交互作用。 (二)教學方法因子效果有顯著差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)學習風格因子效果沒有顯著的差異。 二、排除前測影響後，學生在數學學習成就上的表現： (一)教學方法因子效果及學習風格因子效果之間有交互作用。 (二)對學習風格為省思觀察者而言，教學方法因子會造成顯著的差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)以省思觀察者接受傳統講述教學法後表現最差。 三、排除前測影響後，學生在數學學習保留上的表現： (一)教學方法因子效果及學習風格因子效果之間沒有交互作用。 (二)教學方法因子效果有顯著差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)學習風格因子效果沒有顯著的差異。 (四)以省思觀察者接受GSP電腦輔助教學法後表現最佳。 四、GSP電腦輔助教學的看法及態度方面： 主動實驗者表示GSP電腦輔助教學提供了實際操作的機會，而省思觀察者則表示GSP電腦輔助教學提供了詳盡的說明和動態演示。就實驗組學生使用GSP電腦輔助教學而言，大多抱持著正向及肯定的學習態度。 / The purpose of this study is to explore the effects on learning performance of circumcenter, incenter and centroid of a triangle by 9th graders based on computer -assisted instruction using GSP in mathematics teaching. This study was conducted as a quasi-experimental design. Four classes, which have a total of 127 students, were sampled from a junior high school in Taoyun County. Two classes were assigned as experimental group and the others as control group. The former took “computer -assisted instruction using GSP in mathematics teaching” method learning, while the latter two took “traditional mathematics teaching” method learning respectively. This study used the learning styles inventory (LSI) of Kolb to classify learners into two groups -“active experimentation (AE)” and “reflective observation (RO)”. Two-way ANCOVA was conducted to test all hypotheses in order to find variations of mathematical learning attitudes, mathematical learning achievenments, mathematical learning retention. The study also investigated the views of points of the students in experimental group after the experiment. According to the analysis from the experiment, this study reached the following conclusions︰ 1.In mathematical learning attitudes: (1)Learning styles and teaching methods did’t interact significantly. (2)There was a significant difference between two teaching methods. The effect on experimental group was better than the control group. (3) There was no significant difference between two learning styles. 2.In mathematical learning achievements: (1)Learning styles and teaching methods interact significantly. (2)For the style RO, there was a significant difference between two learning styles. The effect on experimental group was better than the control group. (3)The effct on control group with the style RO was the worst. 3.In mathematical learning retention: (1)Learning styles and teaching methods did’t interact significantly. (2)There was a significant difference between two teaching methods. The effect on experimental group was better than the control group. (3) There was no significant difference between two learning styles. (4)The effct on experimental group with the style RO was the best. 4.After the experiment, most students in experimental group with the style AE said that “the experimental curriculums had provided the actual operation opportunity”; most students in experimental group with the style RO said that “the experimental curriculums had provided the exhaustive explanation and the dynamic demonstration”. They also agreed that the experimental curriculums were better.

University of Macau / Faculty of Education

University of Macau / Faculty of Education

本研究是以個案研究的方式，探討台北縣立國民中學的工作團隊之知識性活動與知識管理的差距。分析的項目包括知識管理關鍵因素和組織環境等二部分。同時也對工作團隊面臨的問題及其因應對策進行了解。其中知識管理關鍵因素包括知識的取得、知識的創造、知識的儲存等三項。組織環境的部分包括人員和組織行政的配合情況。 本研究發現，台北縣國民中學教師所組成的工作團隊，雖然在沒有知識管理的認知下，其知識性活動和已在實施的知識管理專案，相距並不大。若是將各個工作團隊採行的知識性活動加以彙整，則這個差距將更小。所以，如果要在這些單位中實施知識管理，應是可行的。 關鍵詞：工作團隊、知識管理、知識的獲得、知識的儲存、知識的創造、小班教學精神、課程統整、多元智慧、電腦輔助教學。 / This research is adopted to the method of case study: deeply discussing the difference between the knowledge activities and knowledge management ( KM ) of the work teams of junior high schools in Taipei County. The analysis items include two parts: the feature components of knowledge management and organizational environment. At the same time, the research also gets understanding in the facing problems of the team work and their coordinate strategies. In detail, the feature components of knowledge management include knowledge gaining, knowledge creation, and knowledge saving. The organizational environment includes the members and administrators of the work teams and their cooperation. The research found that the work teams of the teachers of junior high schools in Taipei County even if without acknowledgement in knowledge management, their knowledge activities are corresponding to the cases of current practicing of knowledge management. If to collect all the knowledge activities addressed by each work teams, the difference is getting smaller. Therefore, it is to say that to practice the knowledge management is doable. Key wards: work team, knowledge management(KM), Knowledge gaming, Knowledge saving, Knowledge creation, the sprits of small class instruction, curriculum integration, multiple intelligences, computer assisted instruction ( CAI ).