簡易檢索 / 詳目顯示

研究生: 宋千儀
Sung, Chien-Yi
論文名稱: 競爭式學習在實驗策略的合適性探討
Use of Competitive Learning Strategy in a Lab-based Learning Environment
指導教授: 李忠謀
學位類別: 碩士
Master
系所名稱: 資訊工程學系
Department of Computer Science and Information Engineering
論文出版年: 2011
畢業學年度: 99
語文別: 中文
論文頁數: 140
中文關鍵詞: 實驗策略競爭式學習合作式學習
英文關鍵詞: competitive learning, lab-based learning, cooperative learning
論文種類: 學術論文
相關次數: 點閱:290下載:22
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究探討在高中進行影像處理教學的情形,希望能了解高中生在實驗策略活動的環境中,競爭式學習對學生學習動機的影響,並且比較採用競爭式學習與未採用競爭式學習的學習成效。
    以新北市新店高中一年級72位學生作為研究樣本,進行實驗策略活動。以成就測驗前後測成績分析競爭式學習對學生學習成效的影響,並以問卷調查了解學生對於競爭時學習的想法。
    研究結果發現,不論是採用競爭式學習,或是未採用競爭式學習,在實驗策略活動的環境中,皆可以改善學生在影像處理的學習成效;亦即,競爭式學習對學生的學習成效不會有太大的改變。無論是否有採用競爭式學習的方式,對學生資訊科學的學習態度而言,雖然前後測並沒有顯著差異,但卻皆有正向的影響。

    This study aimed to investigate whether competitive learning strategy could efficiently improve motivation and learning effect on the lab-base learning environment.
    The research sample is seventy-two students in Hsin Tien senior high School. Measured by achievement test scores analysis, whether competitive learning could impact on student learning, and to survey students’ idea from the questionnaire.
    Following quantitative and qualitative analysis, the research results show that using of competitive learning strategy or not using of competitive learning both could improve students’ learning effect; That is, competitive learning strategy could not improve student learning more. Whether is a competitive learning strategy, the impact of information science students learning attitude is no significant difference, but there is positive impact.

    附表目錄 vi 附圖目錄 vii 第一章 緒論 1 第一節 研究動機 1 第二節 研究目的 3 第三節 研究問題 4 第四節 研究範圍 4 第五節 名詞釋義 5 第二章 文獻探討 7 第一節 實驗策略 7 第二節 合作式學習 10 第三節 競爭式學習 13 第三章 研究方法與實驗流程 16 第一節 研究設計 16 第二節 研究樣本 17 第三節 影像處理教學規劃 18 第四節 研究工具 19 第五節 實驗流程 26 第六節 資料整理與分析 28 第四章 結果與討論 30 第一節 影像處理成就測驗結果分析 30 第二節 決策樹結果分析 33 第三節 問卷分析 37 第四節 態度問卷分析 42 第五節 老師訪談結果 46 第五章 結論與建議 48 第一節 結論 48 第二節 建議 48 參考文獻 51 附錄A影像處理基本概念實驗學習單 55 附錄B數字特徵-狹長度實驗學習單 63 附錄C數字特徵-封閉區域個數實驗學習單 72 附錄D數字特徵-封閉區域位置實驗學習單 82 附錄E數字特徵-水平投影及垂直投影實驗學習單 88 附錄F數字特徵-水平投影與垂直投影高峰點部位實驗學習單 94 附錄G數字特徵-區域手寫量實驗學習單 103 附錄H數字特徵-決策樹實驗學習單 108 附錄I數字特徵-數字辨識實驗學習單 114 附錄J各週活動問題 117 附錄K手寫數字資料收集表格 126 附錄L影像處理 前測試題 127 附錄M影像處理成就測驗 後測試題 129 附錄N控制組自我評量表 133 附錄O實驗組自我評量表 134 附錄P中學生資訊科學學習態度量表 135 附錄Q影像處理教學問卷 137 附錄R手寫數字辨識活動依據 139 附錄S手寫數字辨識競賽規則 140

    [1] 花建民 (民92) ,以實驗策略進行高中影像處理原理教學之研究。國立台灣師範大學碩士論文。

    [2] 李佩倫 (2010):中學生資訊科學學習態度量表。未出版手稿。

    [3] 教育部 (2010):高級中學課程標準。台北:作者。

    [4] 陳重光 (民93),網路合作學習中小組合作競爭學習方式對國小學童專題研究製作之影響。國立高雄師範大學碩士論文。

    [5] 張春興(1996)。教育心理學-三化取向的理論與實踐。台北:東華書局。

    [6] 賴榮安 (民 83),比賽小子:一個分散式競爭學習環境。國立中央大學碩士論文。

    [7] 葉偉祥 (民 96),探討手機動態群組機制與學習策略對英語字彙學 習的影響。國立中央大學碩士論文。

    [8] 簡妙娟 (2003):學習與教學新趨勢。台北:心理。403-456。

    [9] Wu, C.C., Lin, J. M.J. & Hsu, I.Y.W. (1997). Closed laboratories using SimLIST and SimRECUR. Computers & Education, 28(1), 55-64.

    [10] Chiu, C.F. & Lee, G.C. (2009). A video lecture and lab-based approach for learning of image processing concepts. Computers & Education, 52, 313-323.

    [11] Chiu, C.H. & Hsiao, G.F. (2010). Group differences in computer supported collaborative learning: Evidence from patterns of Taiwanese students’ online communication. Computers & Education, 54, 427-435.

    [12] Collette, A. T. & Chiappetta, E. L. (1994). Science instruction in the middle and secondary schools. New York, NY:Macmillan.

    [13] Cristian, I. , Pedro, H., Miguel, N., Rosa, A. & Andres, G. (2009). Multiple Mice based collaborative one-to-one learning. Computer & Education, 53, 393-401.
    [14] Davis, G. & Rimm, S. (1985). Education of the gifted and talented. Englewood Cliffs, NJ: Prentice-Hall.

    [15] Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3/4), 325-346.

    [16] Fu, F.L., Wu, Y.L. & Ho, H.C. (2009). An investigation of coopetitive pedagogic design for knowledge creation in Web-based learning. Computers & Education, 53, 550-562.

    [17] Hammond, M. (2000). Communication within on-line forums: the opportunities, the constraints and the value of a communicative approach. Computer & Education, 35, 251-262.

    [18] Johnson, R.T., & Johnson, D.W. (1989). Cooperation and Competition Theory and Research. Edina, MN: Interaction Book Co.

    [19] Johnson D.W., Johnson R.T., & Holubec E.J. (1994). Cooperative learning in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development .

    [20] Johnson, D.W., & Johnson, R.T. (1991). Learning together and Alone: Cooperative, competitive, and individualistic learning. (3rd Ed.). Englewood, NJ: Prentice hall.

    [21] Juan, C.B. (2010). Using game theory and Competition-based Learning to stimulate student motivation and performance. Computers & Education, 55, 566-575.

    [22] Julian, J. & Perry, F. (1967). Cooperation contrasted with intra-group and inter-group competition. Sociometry, 30, 79-90.

    [23] Sun, K.T., Lin, Y.C. & Yu, C.J. (2008). A study on learning effect among different learning styles in a Web-based lab of science for elementary school students. Computers & Education, 50, 1411-1422.

    [24] Kohn, A. (1992). No contest: the case against competition. New York: Houghton Mifflin.

    [25] Laura, J.W. (2008). Learning by doing: The objectification of knowledge across semiotic modalities in middle school chemistry lab activities. Linguistics and Education, 19, 225-243.

    [26] Lou, Y., Abrami, P. C., & d'Apollonia, S. (2001). Small group and individual learning with technology: A metaanalysis. Review of Educational Research, 71(3), 449-521.

    [27] Melanie, B. (2009). Computer labs for pre-service teachers. Journal of Computing Sciences in Colleges, 24(3), 111-117.

    [28] Miguel, N., Claudio, A., Angela, M., Florencia, G., Susana, C. & Darinka, R. (2009). Technology as small group face-to-face Collaborative Scaffolding. Computer & Education, 52, 147-153.

    [29] Pearlman, Robert (1989). Technology’s Role in Restructuring Schools Electronic Learning, Electronic Learning, 8-16.

    [30] Robert, H., Micael, M., James, D.R., & Sharon, E. S. (2002). Instructional Media and Technologies for Learning, 24.

    [31] Shachar, H., & Sharan, S. (1994). Talking, relating, and achieving: Effects of cooperative learning and whole-class instruction. Cognition and Instruction, 12(4), 313-353.

    [32] So, Y. K. & Lauren, C. (2009). The comparative effect of individually-constructed vs. collaboratively-constructed computer-based concept maps. Computers & Education, 52, 365-375.

    [33] Thweatt, M. (1994). CS1 closed lab vs open lab experiment. The Papers of the Twenty-Fifth SIGCSE Technical Symposium on Computer Science Education, 1994.26(1), 80-82.

    [34] Tucker, A. B. (Chair). (1991). A Summary of the ACM/IEEE-CS joint curriculum task force report: Computing Curricula 1991. Communication of the ACM, 34(6), 69-84.
    [35] Vygotsky, L.S. (1978). In M., Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.), Mind in Society: the Development of Higher Psychological Processes. Cambridge: Harvard University Press.

    [36] Wenxia, W. & Wendy, M.K. (2004). Dancing with Technology: Collaborative Learning in an Iowa K-12 Computer Learning Classroom. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN), USA, 2004, 1571-1576.

    [37] Yu, F. Y. (2001). Reflections upon cooperation-competition instructional strategy: theoretical foundations and empirical evidence. The National Chi Nan University Journal, 5(1), 181-196.

    下載圖示
    QR CODE