「閱讀推論對話式智慧教學系統」之建置與成效評估

A Dialogue-based Intelligent Tutoring System of Reading Inference for Elementary School Students

郭伯臣(Bor-Chen Kuo)；謝豐隆(Feng-Lung Hsieh)；廖晨惠(Chen-Huei Liao)；鄔珮甄(Pei-Chen Wu)

對話式智慧家教系統 ； 課文本位閱讀理解教學 ； 閱讀推論 ； dialogue-based intelligent tutoring system ； making inferences in reading comprehension ； text-based reading comprehension strategy

測驗學刊

71卷3期（2024 / 09 / 30）

331 - 361

繁體中文;英文

本研究以中文對話式智慧教學系統（Dialogue-based Intelligent Tutoring System）作為研究工具，以課文本位閱讀理解教學作為教學內容設計兩套閱讀理解推論課程，發展「閱讀推論對話式智慧教學系統」，旨在探討該系統是否能有效提升國小中高年級學生的閱讀推論能力。研究對象為中部某兩所國小五年級學生，共分為三組，分別為ITS組、影片自學組和不介入組，有效樣本人數為117人，總共進行二週的教學實驗（包含前、後測共計六堂課）。在經過教學後，採用對話式智慧教學系統進行學習的組別（ITS組別）之學習成效達顯著差異，其他兩組則前後測未有顯著差異。此結果顯示，本研究所發展的系統可以幫助國小五年級學生提升閱讀推論能力。

This study used the Dialogue-based Intelligent Tutoring System as a research tool to design two sets of reading comprehension inference courses using text-based reading comprehension strategies as teaching content. The goal was to investigate whether the ITS system could effectively improve the reading comprehension inference skills of 3rd to 6th-grade students. The study subjects were fifth-grade students from two elementary schools in central Taiwan, divided into three groups: ITS group, video group, and no intervention group, with a valid sample size of 117 students. A total of two weeks of instructional experiments were conducted (including pre and post testing, a total of six classes). After teaching, the ITS group achieved a significant difference in learning outcomes, while the other two groups did not show significant differences in pre and posttests. The results indicate that the Dialogue-based Intelligent Tutoring System developed in this study can help fifth-grade students improve their reading inference skills.