教師著作

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    身心障礙學生電腦化學習環境之設計–子計畫三：閱讀理解輔助系統之設計及其應用效果研究---以閱讀障礙之學生為例
    (2008-01-08) 張國恩; 宋曜廷; 蘇宜芬
    文章理解(textcomprehension)與資訊的吸收與消化最有關連，對學習影響的層面也很廣，因此文章理解困難的成因和處遇方法，有待學者投入探討。國外目前針對閱讀困難者在文章理解層次的所設計的輔助課程十分有限，且多直接應用一般讀者所使用的閱讀策略進行教學，策略本身對閱讀障礙者的適用性和策略間的統整性有待更多研究進一步考驗。此外，國外近年來已有教導學生識字的系統已被開發出來，但針對閱讀理解而設計的系統則十分少見，應用的策略也失之零散單一而不統整。由於閱讀理解輔助系統有助於閱讀障礙學生文章理解的訓練，也有助於減輕教師的教學負荷，因此建立以策略為主的閱讀理解輔助系統來提升策略的教學和學習效果，是頗待開發的方向。
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    The effect of concept mapping to enhance text comprehension and summarization
    (Heldref Publications, 2002-09-01) Chang, Kuo-En; Sung, Yao-Ting; Chen, Ine-Dai
    Although graphic strategies, such as graphic organizers and knowledge maps, have proved helpful for text learning, certain important application issues such as surface processing and cognitive overload have yet to be resolved. The authors tested the learning effects of a concept-mapping strategy. They designed 3 concept-mapping approaches--map correction, scaffold fading, and map generation--to determine their effects on students' text comprehension and summarization abilities. The experimental results from 126 fifth graders showed that the map-correction method enhanced text comprehension and summarization abilities and that the scaffold-fading method facilitated summarization ability.
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    Attributed concept maps: fuzzy integration and fuzzy matching
    (Institute of Electrical and Electronics Engineers, 2001-10-01) Chen, S. W.; Lin, S. C.; Chang, K. E.
    A concept map, typically depicted as a connected graph, is composed of a collection of propositions. Each proposition forming a semantic unit consists of a small set of concept nodes interconnected to one another with relation links. Concept maps possess a number of appealing features which make them a promising tool for teaching, learning, evaluation, and curriculum planning. We extend concept maps by associating their concept nodes and relation links with attribute values which indicate the relative significance of concepts and relationships in knowledge representation. The resulting maps are called attributed concept maps (ACM). Assessing students will be conducted by matching their ACMs with those prebuilt by experts. The associated techniques are referred to as map matching techniques. The building of an expert ACM has in the past been done by only one specialist. We integrate a number of maps developed by separate experts into a single map, called the master map (MM), which will serve as a prototypical map in map matching. Both map integration and map matching are conceptualized in terms of fuzzy set discipline. Experimental results have shown that the proposed ideas of ACM, MM, fuzzy map integration, and fuzzy map matching are well suited for students with high performances and difficult subject materials.