學習資訊專業學院—資訊教育研究所

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/25

資訊教育研究所之碩士班成立於民國80年，博士班成立於民國86年，目前研究生共約160名。本所原屬資訊教育學系，於95學年度起因應系所組織調整，成為獨立研究所，歸屬教育學院。

本所以『資訊科技教育』和『數位學習』兩個專業領域之研究發展與人才培育為宗旨，課程設計分別針對此兩個專業領域規劃必、選修專業科目，提供學生紮實而嚴謹的學術專業知能及個別化之研究訓練。本所教育目標包括：

1、培育資訊科技教育人才；
2、培育數位學習產業人才；
3、培育資訊科技教育與數位學習研究人才。

本所目前六名專任教師，四位教授，二位副教授，在資訊教育領域均具有豐富之教學與研究經驗且均積極從事研究，每年獲科技部補助研究計畫之平均數量與金額在本校名列前茅。另外，本所教師積極參與國內重大資訊教育政策及課程綱要之制定，積極推動國內資訊教育之發展。
 

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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.