成語的使用有助高層次的語文認知學習和應用，無論在閱讀與寫作各方面都是重要的基礎訓練，然而目前台灣大部份的成語教學、學習平台或軟體多數提供靜態的資料查詢或教學資源，缺少以學生練習為主的環境。 　　本研究之目的為發展一個以本體論為基礎的中文成語練習系統。首先從文獻中分析成語多元訊息內容以建構成語知識本體、歸納學生運用成語造句時常見的病句偏誤原因並設計電腦可行之診斷機制，再以系統發展法建構一個以本體論為基礎的中文成語練習系統，系統可提供線上成語教材、可以自動產製是非、選擇、配合題型之測驗題目，並可以用情境式造句–在既定情境下實際利用成、詞語組合成一完整句子–的方式來練習成語，而系統可以判斷答題結果或造句是否合理，再針對成語使用盲點給予即時回饋，突破現有成語線上練習僅能從預先設定好的題庫中出題的限制，並提供情境式運用成語造句的環境。 　　系統效能及滿意度評估方面，本研究以準實驗設計進行，結果發現利用本研究之系統輔助教學的學生學習成效顯著高於使用傳統教學的學生，尤其對中、低能力程度學生具有顯著學習成效。在實際成語造句方面，以本研究之系統輔助教學之學生成語語法、語義使用正確性也較傳統教學學生顯著為高。學生也覺得本研究之系統是易用及有用的，並感到滿意。另外，在系統的可行性方面，受訪教師皆認為本研究之系統可以應用於學生自學成語。 / Using idioms would benefit a higher level of language perception, learning and application. It is also a kind of important but basic training in both reading and writing. However, presently, most platforms or software of Chinese idiom teaching and learning only offer static data inquiry or teaching resources, lack the environment of relying mainly on the fact that students practice. The purpose of this research is to develop the “ontology-based Chinese idiom practice system”. At first, we probed into the meta-data of Chinese idioms from any kind of studies and references to building and forming the ontology of the Chinese idiom, and summed up the wrong sentence with Chinese idioms to analyze the reasons of missing to design the feasible diagnosis mechanism of the computer. And then, we used above-mentioned ideas to develop the ontology-based Chinese idiom practice system. The system can offer the on-line teaching material of Chinese idioms, can automatically produce true-false, multiple-choice, and matching questions to examine, can offer a platform that users can actually practice sentence-making with Chinese idioms under a provided situation utilizing situational words and idioms. The system can also judge question sheet result or diagnose user-making sentences to be reasonable and can give feedback aiming at the blind spot immediately. This research can break through the restriction that the questions of existing on-line testing of Chinese idioms are always selected from the setting up question bank and can offer the situational environment that uses idioms to make sentences. Using quasi-experimental design, one class was assigned to experimental group using the system of this research assisted learning and the other class, the control group, using traditional teaching method. Related results demonstrated the performance of the experimental group was higher than the control group, especially it made better effect to the students of middle and low abilities in the experimental group. In making actual sentences with Chinese idiom, the number of correctness of Chinese idiom grammar and meaning using of the experimental group was higher than the control group. The students of the experimental group thought the system of this research is apt to use and useful, and feel satisfied. In addition, the teachers using the system actually thought the system of this research is practicable when the students study Chinese idiom by themselves.

本研究針對我國學生學習日語發音進行相似度指標發展之初探，貢獻為針對目前日語發音提供一個相似度的指標可以和老師語音進行比較分析，找出分析日語發音相似度之模式。 研究從聲音數位化的角度切入，有別於過去研究使用語音辨識的方式來進行，聲音數位化後為數值的方式，因此使用指標來計算相似的程度。研究提出一套對應的聲音相似度指標，以電腦分析輔助日語學習者的發音練習。 指標建立過程由聲音取樣、正規化、端點偵測，到實際的運算，使用所蒐集的聲音資料來測試指標的穩定度與有效性，研究結果說明在以日語為母語者間的指標都很靠近，而不同日語腔調間會有一定的指標差異，對於一定日語程度的對象而言，指標落點很靠近，惟本研究此次蒐集到的聲音資料，其應用指標運算結果的分佈太過集中，如果能有更多樣化的聲音資料來測試指標應能有較漂亮的分佈圖形。 / This research includes developing a similarity index applies to the evaluation of Taiwan students learning Japanese pronunciation. The contribution of this research is that it provides a similarity index to the Japanese pronunciation comparing to the teacher’s pronunciation, finding the model of how to analysis the similarity of Japanese pronunciation. This research uses the digital audio processing to begin with, which is different from the other research that uses the speech recognition to evaluate the pronunciation. The audio will turn into numerical format after digitalize, so this research uses an index to calculate the similarity. By using this similarity index, the computer can become an assistant role that helps to analysis while learning Japanese pronunciation. The developing of index starts from audio sampling, audio normalizing, and end-point detection to the calculation of similarity index. This research collects audio data to test the stability and the validity of the similarity index. The result indicates that the similarity index of native Japanese speakers is very close；and the similarity index contains certain difference between different accents. For those Taiwan students who qualify with Japanese, their similarity index is close. Nevertheless, the result of the similarity index is too centralized, it would be better if there are more audio data to test the similarity index.

多選題測驗試題已證明能有效地評估學生的學習成效，然而，以人為方式建立題庫是一件耗時費力的工作。藉由電腦高速運算的能力，電腦輔助產生試題系統能有效率地建置大規模的題庫，同時減少人為的干預而得以保持試題的隱密性。受惠於網路上充裕的文字資源，本研究發展一套克漏詞試題出題系統，利用既有的語料自動產生涵蓋各種不同主題的克漏詞試題。藉由分析歷屆大學入學考試的資料，系統可產生類似難度的模擬試題，並且得到出題人員在遴選測驗標的方面的規律性。在產生試題的過程中導入詞義辨析的演算法，利用詞典與selectional preference模型的輔助，分析句子中特定詞彙的語義，以擷取包含測驗編撰者所要測驗的詞義的句子，並以collocation為基礎的方法篩選誘答選項。實驗結果顯示系統可在每產生1.6道試題中，得到1道可用的試題。我們嘗試產生不同類型的試題，並將這套系統融入網路線上英文測驗的環境中，依學生的作答情形分析試題的鑑別度。 / Multiple-choice tests have proved to be an efficient tool for measuring students’ achievement. Manually constructing tests items, however, is a time- consuming and labor-intensive task. Harnessing the computing power of computers, computer-assisted item generation offers the possibility of creating large amount of items, thereby alleviating the problem of keeping the items secure. With the abundant text resource on the Web, this study develops a system capable of generating cloze items that cover a wide range of topics based on existing corpra. By analyzing training data from the College Entrance Examinations in Taiwan, we identify special regularities of the test items, and our system can generate items of similar style based on results of the analysis. We propose a word sense disambiguation-based method for locating sentences in which designated words carry specific senses, and apply collocation-based methods for selecting distractors. Experimental results indicate that our system was able to produce a usable item for every 1.6 items it returned. We try to create different types of items and integrate the reported item generator in a Web-based system for learning English. The outcome of on-line examinations is analyzed in order to estimate the item discrimination of the test items generated by our system.

本質性個案研究目的在探討以國際教育網路社群IEARN進行專題導向式跨國互動EFL學習的英語教學設計。該學習方式與教學模式特性諸多符合九年一貫課程改革理念。然而，在國內文獻及研究顯示，極少英語教師進行專題式網路教學設計。本研究個案是國中兩名英語教師與其班導學生為期兩年半的跨國文化專題學習。從個案訪談與課室觀察中發現，資訊科技融入英語教學，教師具備高度科技能力並非必要考量，而是教學策略、班級經營、師生合作為首務。 依據個案進行專題式導向學習過程中所面臨的挑戰與完成的歷程，研究者對教師、學校主管、教育當局與社會提出建言，以求改善與進步。這項教學革新並非只是順應課程改革，更是為了發展學生全面的學習與實踐終身學習為目標。 / The purpose of this research is to understand the challenge of project-based telecommunication activities through the IEARN for EFL learning. The learning methods and teaching strategies of project-based learning (PBL) conform to the rationale of Grade 1-9 Curriculum reform. However, literature showed that very few EFL teachers became involved in PBL with information technology for instruction. This research, conducted as a case study in the qualitative methodology, describes how two junior high school English teachers and their homeroom students implemented PBL through international network and how they developed cross-culture awareness in half and two years. It was found that successful EFL learning infused with information technology relied much more on pedagogy, class management and teacher-student collaboration than on teacher's computer skills. Based on the challenges and implement revealed in the process of PBL through telecommunication activities, the researcher gave suggestions to teachers, school administrators, educational authority and community for further improvement. The instructional innovation not only met educational reform standards but also developed EFL students' holistic learning in a lifelong fashion.