高一地理資訊單元適性 WebGIS 學習系統之開發

Abstract

近來雖然已有許多研究驗證了將地理資訊系統(Geographical Information Systems, GIS)引進中小學體系的重要性，然而其推廣卻始終相當緩慢。台灣隨著九十九年新高中地理課程綱的實施，GIS的教學不但已由高三選修改為高一必修，同時規畫上課時數為5至6小時，如何在有限時間內讓學生有效學習GIS 是個亟具挑戰性的問題。近來以學生為中心的學習已成為教學新典範，結合網路科技與適性學習的「適性數位學習系統」能按照學生的能力與進度輔助個人化學習，具有輔助高中生更有效率地學習GIS的潛力。再加上隨著空間科技的進步，網際網路地理資訊系統(WebGIS)已經可以讓使用者僅透過瀏覽器便直接進行高階的空間分析工作。故本研究目的在於建構一套結合WebGIS的適性地理資訊學習系統，以讓我國高中一年級學生可以充分體驗與學習GIS的潛力。 本研究以Bloom認知教育目標分類與Simpson技能領域目標分類設計出適性評量與適性教學模組，並配合自行開發的各種WebGIS服務，發展出可以以雲端模式，讓學生藉由實作來學習GIS的適性學習系統。在系統原型開發完畢後，也藉由兩次優使化評測，不僅改良了系統的教學能力，同時也歸納出適性WebGIS學習系統的優使性設計原則。與過往的WebGIS教學網站相較，本系統所開發的WebGIS服務已大幅度改良，可達到執行綜合分析效能。學生們可以根據問題的需求，決定所需使用的各種空間分析功能，並將這些功能以適當的順序加以組合，以解決空間問題；另外，由於本系統具有適性學習系統的屬性，因此一旦學生在操作或學習上發生困難時，系統即可給予立即的輔助或導向，學生在課餘時間便可自行進入系統學習，無須占用有限的課堂時間。 透過教學實驗的檢驗，使用本系統學習GIS單元的學生在GIS認知能力與技能表現的進步幅度上，皆比未使用本系統的學生為高，系統的教學能力獲得驗證。除此之外，另外透過事後的滿意度問卷與焦點團體訪談，發現對學生而言，本系統所開發的GIS服務，在操作難度上與學生常用的GIS網站相當，也較符合學習的需求。因此本系統相當適合作為我國高一地理資訊單元之輔助學習工具，值得全面推廣以提升我國高中GIS之教學效能。In the last decade, although applying Geographic Information Systems (GIS) in K-12 classrooms has become a general agreement among many countries, the growing is still far from wide spreading. In Taiwan, as the National Geography Curriculum of Senior High School was applied since 2010, the 10 grade students are compulsory to learn the fundamental GIS concepts and software operation within 5 to 6 classes. Therefore it’s relevant to develop an approach for students to learn about and learn with GIS effectively. Recently, the student-centered learning has become a new learning paradigm. By integrating adaptive learning with Internet technology, an adaptive e-learning system can personalize learning approach, which may help students to learn about and learn with GIS effectively and efficiently. With the significant improvement of spatial technology, it is available for a user to process spatial analysis with WebGIS. The aim of the research is to integrate adaptive learning system with WebGIS. Based on this innovative approach, an adaptive WebGIS learning system has been developed. Students can learn GIS with a cloud computing environment. After the prototype was developed, two usability tests were conducted to improve the learnability and efficiency of the system. Compared with other educational WebGIS website in Taiwan, the system have two distinct advantages. Firstly, the WebGIS services of the system are reusable. Students can run a chain of geoprocessing services to solve a GIS problem by using this system. Secondly, the system has the capability to deliver adaptive learning. Once students have learning difficulties, the system can provide remedial instructions immediately. Therefore, students can learn GIS in their spare time without occupying the limited class hours. A quasi-experiment was conducted to evaluate whether the system can help students to learn GIS. The results demonstrate that the learners who use this system achieve better performance both in understanding GIS concepts and gaining hands-on experience than those without using the system. Therefore, the system is quite suitable as a supplementary learning tool for 10 grade students to learn GIS. It is deserveing to promote the system.