整合老師課堂監控與課後學習歷程檔案之 系統設計 ; System Design for Integrating Teacher Monitoring in Classroom and Portfolio in After-School

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Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/44778

Title:	整合老師課堂監控與課後學習歷程檔案之系統設計;System Design for Integrating Teacher Monitoring in Classroom and Portfolio in After-School
Authors:	陳偉恩;Wei-En Chen
Contributors:	網路學習科技研究所
Keywords:	數位教室環境;學習歷程檔案;課堂監控;課後複習;Digital Classroom Environment;Portfolio;Lesson Reviewing & Practicing;Classroom Monitor
Date:	2010-08-11
Issue Date:	2010-12-09 13:55:00 (UTC+8)
Publisher:	國立中央大學
Abstract:	課堂上的正規教育學習、學校的課後學習，或家中的課後複習與練習，自我學習都扮演相當關鍵的角色。如果老師要隨時立即掌握每位學生的學習狀態，對於老師來說有點困難；而且每位學生的學習能力各有不同，因此學習的速度也有所差異。因此，本研究旨在設計一套利用學生學習歷程，並適用於課堂與課後學習之數位教室環境系統，試圖整合老師在課堂上監控學生學習，與課後學習歷程檔案來輔助老師更精準掌握學生的學習狀況。此系統稱之為「DCE 5.0系統」；DCE 5.0系統提供了「即時監控學生狀態」、「記錄學生進度」的功能，老師可藉由這些功能在課堂上監控學生的學習進度，並觀看學生的目前的學習狀態，而當學生學習上遇到問題時，教材會立即回饋給學生，學生一步一步的進行解題。此外，DCE 5.0系統亦提供「全班歷程分析」及「個人歷程追蹤」的功能，老師也可以藉由「紅綠燈」的顏色標記，快速的瞭解每位學生的在學習過程上的表現，並給予個別學生適當的協助。在課後學生透過遊戲式的課後作業複習當天的數學課程單元，老師不需花許多時間在批改作業，可從此系統得知學生在課後的學習狀況，進而可花多點時間在瞭解、協助及提升低成就學生的學習表現上。本研究在國小三年級課堂上進行為期一學年的實測，老師對DCE 5.0系統做了許多正面的回饋與建議，在此次的回饋上，發現課堂監控、學生課堂課後的學習歷程檔案的呈現，的確對老師掌握學生狀態有所幫助，而本研究也將依此次的評估後的結果，作為系統未來改進的目標，持續建構更完善、更能符合教學現場老師需求的數位教室環境系統。The regular classroom learning, after-school learning, lesson reviewing and practicing at home, or self-learning has played a significant role in education. It is difficult for teachers to know every single student’s learning condition because it depends on the students’ learning ability. Some may be a slow learner some may be a fast learner. Therefore, we hope to construct a perfect and better idea of digital classroom support system from the previous study of Digital Classroom Environment. In the further research of this study, we wish to develop the Teacher Mentoring System to consolidate the learning condition from the class and after class in order to provide more information about the academic performance from each student immediately. This system not only monitors students’ learning progress but also informs students to solve the problems step by step when problem occurs. Also, teachers can give some appropriate assistance by reading the student’s learning profile. For example, students may review the math lesson thorough a game after that class, then the system will tell what learning condition the students may have to teachers. So teachers do not need to spend lots of time on marking homework, which in term they can have more time to get involved helping lower grade students to achieve better academic performance. Furthermore, this study has distributed to grade-three teachers to evaluate the point of view after using this system. The evaluation tells that this system actually helps teachers to easily understand the learning condition students have and most of teachers are making good comments on this study. In the future, we hope that this result of evaluation will be the objective of system improving, sustainable better construction and suitable for teachers’ need in the digital classroom environment system.
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