網路課程體建構新方法

A New Method for Building Web-Based Courseware

10.6384/CIQ.200507.0127

黃華山(Hua-Shan Huang)；許莉雅(Li-Ya Shiu)；王怡舜(Yi-Shuen Wnag)；張振祥(Jen-Shiang Chang)

概念圖 ； 改良式概念圖 ； 課程體 ； concept map ； progressive concept map ； courseware

課程與教學

8卷3期（2005 / 07 / 01）

127 - 155

繁體中文

由於網際網路的快速發展，網路教學改變了學習者及教學者之間的互動關係，並提供一個以學習者為中心的學習環境。概念圖乃Novak所提出，其是用於表達各概念關係的工具，為了避免在概念圖的學習環境下，可能遇到資訊過載及概念圖中的各個概念節點的重要性及困難度不一致的情形，本研究提出改良式概念圖（Progressive Concept Maps，PCM）來作為一個新的網路課程體建構方式。其與原始概念圖主要差別有二：第一、根據認知超載理論，改良式概念圖將原始概念圖中的單元概念節點做適當地分類、重組，以呈現知識在單一螢幕中。第二、依據各單元概念節點的重要性及困難度訂定概念權重值，幫助個別學習者建立適性化的學習。本研究實際建構一個「高中計算機概論」網路教學的系統，並以概念門檻值來當作單元測驗結果的評量標準，實驗對象是國立彰化師範大學管理學院學生，而研究的結果證實使用改良式概念圖的學生比使用Novak概念圖的學生有更好的學習成效，而學習者對於改良式概念圖也具有較高的滿意度。本研究最後討論研究成果對於理論及實務上的意涵，並提供一些後續的研究方向以供參考。

With the prosperity of the Internet, Internet learning has changed the interactive relationship between instructors and learners and provided a learner-centric environment. Concept map, developed by Novak, can be used to express the relationship between different concepts. However, to avoid the information overload and the inconsistency of importance and difficulty between concept nodes in the learning context of concept maps, this study presents the Progressive Concept Maps (PCM) to be a new method for building Web-based courseware. The differences between the original concept maps and our proposed PCM are twofold. First, based on the theory of cognitive overload, the PCM classifies and reorganizes the original concept nodes to put them into a screen display. Second, according to the importance and difficulty of each concept node, the PCM adds the concept weights to each node for helping students' adaptive learning. Next, this study practically builds a Web-based learning system of high school course of basic computer concepts, and uses the ”concept threshold” to determine whether a student passes a specific unit test. Based on the data empirically collected from the students of the management college at National Changhua University of Education, the results showed that students using the PCM had higher learning effectiveness and satisfaction than those using the Novak concept maps. Finally, this study discusses the implications for research and practice, and provides a number of limitations and issues that could be addressed in future studies.

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40. 解構遠距教學的課程

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