以一綱多本為基礎建立課綱式的課程學習路徑

Developing Outline-Based Curriculum Learning Path Based on One Guide-Multiple Texts

10.6384/CIQ.201201.0152

戚玉樑(Yu-Liang Chi)；陳滄堯(Tsang-Yao Chen)

數位學習 ； 學習路徑 ； 一綱多本 ； 知識本體 ； 語意規則 ； e-learning ； Learning path ； "One Guide-Multiple Text" ； Ontology ； Semantic rules

課程與教學

15卷1期（2012 / 01 / 01）

151 - 177

繁體中文

本研究探討如何在「一綱多本」的前提下，將原始「多本選一本」的精神，擴展至以個別課綱為依據的教科書章節選擇，期使形式上為「多本」，但實質上則是組合多本的內容為「一本」，以獲得最大的選擇彈性與學習效益。由於數位平台不受實體教學環境的限制，可同時納入更多的教材，當學習者在某一教科書遭遇瓶頸時，即可機動選擇其他互補性教材，亦即選擇彈性應延伸至局部的章節內容。為實現上述構想，本研究發展了課程學習路徑的知識模型，用於整合參與模型的各類知識來源，例如課程專家、出版商、教師、及學習者等的專業或認知，這種以原則及程序為主的定型化模型，當給予實際的情境資料後，即可依據模型回應適合的學習路徑，並對應各種教材章節以供學習者選擇。本研究以國內義務教育的課程為對象，模型內涵包括此領域的構成元素及解題規則等。我們首先針對各知識源之間的本質、因果關係等，進行通盤性的分析與建立抽象化模型，其次再結合實際的情境資料，推導因應問題的解答。由實驗結果顯示，這個知識模型確可在「一綱多本」情境下，將多本教科書的內容混合編入學習路徑內，學習者可依需求產生個人化的學習路徑；另一方面，以細部課綱來選擇教科書的機制，可提供解決「多本選一本」爭議的另一種思考方向。

This study develops a novel curriculum learning path model to guide learners in e-learning systems. The learning path especially conforms with the ”one guide-multiple text” scenario to provide a flexible content selection from multiple textbooks. Thus, the selection is further extended to detailed contents of textbooks rather than limited to the one among textbooks. Unlike traditional learning of ”one guide-one text”, e-learning systems are capable of giving a curriculum with more learning materials. Limited to domain knowledge acquired, however, most learning paths are built according to the contents of textbooks rather than the curriculum. Conforming to the ”one guide-multiple text” scenario, multiple roles such as curriculum experts, publishers, teachers, and learners must cooperate to develop well accepted knowledge. These participants then provide their understandings to an e-learning system for making a proper learning path. A compulsory education example is given to present how this design can develop a learning path for ”one guide-multiple text”. Experimental lessons demonstrate that learners can take the advantage of learning selection not only in textbooks but also in detailed contents of textbooks. Moreover, this design may provide an alternative solution in addressing the arguments of ”one guide-multiple textbooks”.

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