The number of supplementary schools in Taiwan has been amazingly increasing from 2,700 to more than 18,000 since the educational reform began in 1996. Some regard the growing number of supplementary schools as the result of educational reform; however, others believe it is because parents hope their children can have a better competitiveness. No matter how it describes, it is a solid fact that the number of supplementary schools has been increasing enormously. In Taiwan, a huge number of supplementary schools results in severely competitive environment. In addition, because young couples are not willing to have children, the birth rate in Taiwan declines rapidly; as a result, each supplementary school all gives its best to recruit students. Conventional supplementary schools only put emphasis on better faculty and lower tuition to compete with others so that there is barely any difference between those conventional supplementary schools. Therefore, it is almost out of questions for those supplementary schools to achieve high competitiveness only with the two attractions above. With the market circumstance stated previously, this study analyzes Strategy on Tutorial Teaching Applied in Supplementary School. This study adopts qualitative research method with interviewing; the information gathered and analyzed from each interviewee values. There are two categories of interviewees: supplementary school owners and teachers. Interviewing with owners provides the first-hand experience and explicit idea of core competitiveness when running a supplementary school. From interviewing with teachers, problems and solutions can be obtained from what they have encountered in Whole-Class Teaching. Furthermore, it is essential to understand whether the student loss is closely related to teaching effectiveness and how Tutorial Teaching and Whole-Class Teaching influence students on learning effectiveness. This study adopts qualitative research method with interviewing and reveals that Tutorial Teaching relatively promotes students¡¦ competence and improves learning obstacles. However, Tutorial Teaching meets quite a few concerns if it puts into practice. This study combines the data analyzed from qualitative research with the theory and reference of tutorial teaching as well as takes the cost of running a supplementary school into account so as to develop a ¡§Tutorial Teaching Program¡¨ which is suitable for supplementary schools. It will be a great satisfaction if this study establishes a guideline for supplementary schools to enhance competitiveness and promote learning effectiveness.

Made available in DSpace on 2015-03-03T15:47:47Z (GMT). No. of bitstreams: 1 PatrickCAT_DISSERT.pdf: 4794202 bytes, checksum: 05088b21ff2be2b3c2ccec958e7e6b62 (MD5) Previous issue date: 2013-06-03 / Logic courses represent a pedagogical challenge and the recorded number of cases of failures and of discontinuity in them is often high. Amont other difficulties, students face a cognitive overload to understand logical concepts in a relevant way. On that track, computational tools for learning are resources that help both in alleviating the cognitive overload scenarios and in allowing for the practical experimenting with theoretical concepts. The present study proposes an interactive tutorial, namely the TryLogic, aimed at teaching to solve logical conjectures either by proofs or refutations. The tool was developed from the architecture of the tool TryOcaml, through support of the communication of the web interface ProofWeb in accessing the proof assistant Coq. The goals of TryLogic are: (1) presenting a set of lessons for applying heuristic strategies in solving problems set in Propositional Logic; (2) stepwise organizing the exposition of concepts related to Natural Deduction and to Propositional Semantics in sequential steps; (3) providing interactive tasks to the students. The present study also aims at: presenting our implementation of a formal system for refutation; describing the integration of our infrastructure with the Virtual Learning Environment Moodle through the IMS Learning Tools Interoperability specification; presenting the Conjecture Generator that works for the tasks involving proving and refuting; and, finally to evaluate the learning experience of Logic students through the application of the conjecture solving task associated to the use of the TryLogic / A disciplina de L?gica representa um desa o tanto para docentes como para discentes, o que em muitos casos resulta em reprova??es e desist?ncias. Dentre as dificuldades enfrentadas pelos alunos est? a sobrecarga da capacidade cognitiva para compreender os conceitos l?gicos de forma relevante. Neste sentido, as ferramentas computacionais de aprendizagem s?o recursos que auxiliam a redu??o de cen?rios de sobrecarga cognitiva, como tamb?m permitem a experi?ncia pr?tica de conceitos te?ricos. O presente trabalho prop?e uma tutorial interativo chamado TryLogic, visando ao ensino da tarefa de Demonstra??o ou Refuta??o (DxR) de conjecturas l?gicas. Trata-se de uma ferramenta desenvolvida a partir da arquitetura do TryOcaml atrav?s do suporte de comunica??o da interface web ProofWeb para acessar o assistente de demonstra??o de teoremas Coq. Os objetivos do TryLogic s?o: (1) Apresentar um conjunto de li??es para aplicar estrat?gias heur?sticas de an?lise de problemas em L?gica Proposicional; (2) Organizar em passo-a-passo a exposi ??o dos conte?dos de Dedu??o Natural e Sem?ntica Proposicional de forma sequencial; e (3) Fornecer aos alunos tarefas interativas. O presente trabalho prop?e tamb?m apresentar a nossa implementa??o de um sistema formal de refuta??o; descrever a integra??o de nossa infraestrutura com o Ambiente Virtual de Aprendizagem Moodle atrav?s da especi ca??o IMS Learning Tools Interoperability ; apresentar o Gerador de Conjecturas de tarefas de Demonstra??o e Refuta??o e, por m, avaliar a experi?ncia da aprendizagem de alunos de L?gica atrav?s da aplica??o da tarefa de DxR em associa??o ? utiliza??o do TryLogic

In this discusses four different approaches used during a statistics tutorial of a group of first year undergraduates studying computer science related degrees at the University of Westminster UK. The four approaches were each implemented in an attempt to keep the students interested in the statistics topics delivered. It was found that “Chalk and Talk” (i.e. board work) was not the best form of imparting knowledge to the students of the group as determined by student analysing feedback forms and generally observing student behaviour and listening to student comments over a number of years delivering statistics topics. The duration of each tutorial was two hours. The teaching strategies adopted were: a) A class quiz. b) Group explanation of material to members of the individual’s group. c) Group explanation of material to members of the entire class. d) Students teaching at the front of the class. Each of the methods will now be discussed with the relative merits and defects included for a comparison. It was found that each method worked better at the end of each module when the students were more familiar with the topics introduced on the module.