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題名 英語教學知識結構及教學流程架構之研究 (以九年一貫國小英語課程為例)
作者 牟藜娟
Mou, Li Chuan (Jean)
貢獻者 劉文卿
Liou, Wen Chin
牟藜娟
Mou, Li Chuan (Jean)
關鍵詞 九年一貫英語課程
知識管理
知識本體
語意資訊檢索
物件導向
Grade 1-9 English Teaching Curriculum
Knowledge Management
Ontology
Semantic Retrieval System
Object Oriented
日期 2002
上傳時間 11-九月-2009 17:59:44 (UTC+8)
摘要 教育部自九十年度起實施九年一貫英語教學課程，由於學生程度不一，班級人數過多，教學媒體不足，研究報告指出應該成立英語教學資源中心，提高教師教學品質，規劃線上輔助教學，以增進學生學習機會及學習效果。
     
     本研究從知識管理角度探索英語線上輔助教學，建構英語教學內容知識結構模式及教學知識流程架構；俾使線上教學具備語意查詢機制，開啟英語線上輔助教學創新模式。
     
     英語教學內容知識框架（English Content Knowledge Ontology）抽象化類別具多重之階層、對等及相依關係。將內容知識抽象化類別實體化，其類別與實體之集合，即為本範例所建構之知識框架。
     
     本研究引介物件導向，視內容知識為一個物件，具有不同之狀態及行為；將狀態與行為封裝，物件與物件間藉由訊息進行協調動作，達成整體運作之功能。學生亦為學習流程中一個物件，具有不同之屬性及行為；透過訊息之交換、進行任務協調，達成學習之最終目的。
     
     以UML表示法建構英語線上學習流程三大模型：功能模型─使用案例模型將使用者對系統的需求模型化，靜態模型─物件模型抽出物件，表現出靜態的結構，動態模型─表示出物件與物件之間訊息的流向。
     
     研究中試圖探討有關國小英語線上輔助教學網站之現況。未來期望架構具備語意檢索機制之網站，採自由選擇學習、多元適切評量模式，能紀錄分析學習及測試結果，建立學習紀錄（包括學習風格、習性、態度及學習效果等等）以期增進學生學習機會，分享教學資源。
     
     藉由新的學習模式，學生可以獲得自我成長的資源，同時希望可以喚起更多關懷英語教學網站之研究與發展，為我們的孩子及新的學習方式注入更多生命力。本研究所建構之模式，希望能作為未來發展兒童英語線上學習之參考，以提昇國內兒童英語教育實施之成效。
     
     關鍵詞：九年一貫英語課程、知識管理、知識本體、語意資訊檢索、物件導向、UML
The Grade 1-9 English Teaching Curriculum was put into practice by the Ministry of Education in 2001. Due to the fact that there are too many students in each class and that there is not enough teaching media, the students fall into different levels in English proficiency. Some research concluded that an English Teaching Resource Centre should be established to enhance teachers’ teaching quality and to provide an on-line teaching aid, hence to give the students more learning opportunities and to improve their learning effects.
     
     In this study, the on-line English teaching aid was discussed from the viewpoint of Knowledge Management. English Content Knowledge Ontology and English Teaching Knowledge Flow Architecture were suggested to provide an on-line teaching aid with a semantic retrieval system so as to initiate an innovative model for on-line English teaching aids.
     
     The English Content Knowledge, Ontology, a model of English domain knowledge, defines the concepts and their attributes, as well as the multiple relationships between the concepts: Class（vertical）, Reciprocity（horizontal）, and dependency（grouping）relationships. An “instance” is hypostatized from an abstract class, and the integration of the abstract classes and the instances represent the English Content Knowledge Ontology built up in this research.
     
     The present study has introduced Object Oriented concept that deemed the English content knowledge as an object and as an instance with different Attributes and Operations. Encapsulated attributes and operations engaged in coordination among different objects through exchanges of messages, and resulted in the achievement of the overall system operations. Meanwhile, each student would also be an object in the course of the study and possess different attributes and operations. The final goal, learning, could be achieved through the exchanges of messages for mission coordination.
     
     UML was applied in the study to construct the three major models in the on-line English learning. Functional Model – Use case Diagram to model the user’s requirements for the system； Static Model – Class Diagram to abstract an object for showing a static architecture； Dynamic Model – Sequence Diagram to describe the information flow among the objects.
     
     This research also attempted to explore the present circumstances of the primary school’s on-line English teaching aid websites. It illustrated the needs of developing architecture for a website with semantic retrieval functions, multiple choice ways of learning and diversified modes for learning assessments It will be able to record and analyse the learning effect and test the result, building up learning records (including learning style, habit, attitude and learning effect) in order to provide each student with more learning opportunities and to share teaching resources with all of the teachers.
     
     Through the new learning model, the students are able to obtain learning resources to grow by themselves. The present study also urged more concern on the research and development of the English teaching website in order to provide more vitality to our children and their new learning methods. The model built up in this study may serve as a reference in the development of effective on-line English learning for children.
     
     Key words: Grade 1-9 English Teaching Curriculum, Knowledge Management, Ontology, Semantic Retrieval System, Object Oriented, UML
"謝詞
     摘要
     Abstract
     目次
     圖目次
     
     第一章 緒論
     
     第一節 研究動機
     第二節 研究目的
     第三節 預期貢獻
     
     第二章 文獻探討
     
     第一節 九年一貫英語課程
     第二節 知識管理
     第三節 知識本體
     第四節 物件導向與UMＬ
     
     第三章 研究方法與架構
     
     第一節 研究方法
     3.1.1 研究工具
     3.1.2 個案研究方法與內容
     3.1.3 資料收集及採樣原則
     
     第二節 研究範圍與限制
     3.2.1 研究資料採用．
     3.2.2 Protégé 的實作與應用
     3.2.3 UML實作
     3.2.4 英語教學網站之抽樣比較
     
     第三節 研究架構
     3.3.1 界定知識範圍
     3.3.2 分析相關知識
     3.3.3 建構教學模型
     3.3.3.1 內容知識結構模型
     3.3.3.2 學習流程架構模型
     
     第四章 個案分析與探討
     
     第五章 結論與建議
     
     參考文獻
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描述 碩士
國立政治大學
經營管理碩士學程(EMBA)
90932618
91
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0090932618
資料類型 thesis
dc.contributor.advisor 劉文卿zh_TW
dc.contributor.advisor Liou, Wen Chinen_US
dc.contributor.author (作者) 牟藜娟zh_TW
dc.contributor.author (作者) Mou, Li Chuan (Jean)en_US
dc.creator (作者) 牟藜娟zh_TW
dc.creator (作者) Mou, Li Chuan (Jean)en_US
dc.date (日期) 2002en_US
dc.date.accessioned 11-九月-2009 17:59:44 (UTC+8)-
dc.date.available 11-九月-2009 17:59:44 (UTC+8)-
dc.date.issued (上傳時間) 11-九月-2009 17:59:44 (UTC+8)-
dc.identifier (其他 識別碼) G0090932618en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/30478-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 經營管理碩士學程(EMBA)zh_TW
dc.description (描述) 90932618zh_TW
dc.description (描述) 91zh_TW
dc.description.abstract (摘要) 教育部自九十年度起實施九年一貫英語教學課程，由於學生程度不一，班級人數過多，教學媒體不足，研究報告指出應該成立英語教學資源中心，提高教師教學品質，規劃線上輔助教學，以增進學生學習機會及學習效果。
     
     本研究從知識管理角度探索英語線上輔助教學，建構英語教學內容知識結構模式及教學知識流程架構；俾使線上教學具備語意查詢機制，開啟英語線上輔助教學創新模式。
     
     英語教學內容知識框架（English Content Knowledge Ontology）抽象化類別具多重之階層、對等及相依關係。將內容知識抽象化類別實體化，其類別與實體之集合，即為本範例所建構之知識框架。
     
     本研究引介物件導向，視內容知識為一個物件，具有不同之狀態及行為；將狀態與行為封裝，物件與物件間藉由訊息進行協調動作，達成整體運作之功能。學生亦為學習流程中一個物件，具有不同之屬性及行為；透過訊息之交換、進行任務協調，達成學習之最終目的。
     
     以UML表示法建構英語線上學習流程三大模型：功能模型─使用案例模型將使用者對系統的需求模型化，靜態模型─物件模型抽出物件，表現出靜態的結構，動態模型─表示出物件與物件之間訊息的流向。
     
     研究中試圖探討有關國小英語線上輔助教學網站之現況。未來期望架構具備語意檢索機制之網站，採自由選擇學習、多元適切評量模式，能紀錄分析學習及測試結果，建立學習紀錄（包括學習風格、習性、態度及學習效果等等）以期增進學生學習機會，分享教學資源。
     
     藉由新的學習模式，學生可以獲得自我成長的資源，同時希望可以喚起更多關懷英語教學網站之研究與發展，為我們的孩子及新的學習方式注入更多生命力。本研究所建構之模式，希望能作為未來發展兒童英語線上學習之參考，以提昇國內兒童英語教育實施之成效。
     
     關鍵詞：九年一貫英語課程、知識管理、知識本體、語意資訊檢索、物件導向、UML		zh_TW
dc.description.abstract (摘要) The Grade 1-9 English Teaching Curriculum was put into practice by the Ministry of Education in 2001. Due to the fact that there are too many students in each class and that there is not enough teaching media, the students fall into different levels in English proficiency. Some research concluded that an English Teaching Resource Centre should be established to enhance teachers’ teaching quality and to provide an on-line teaching aid, hence to give the students more learning opportunities and to improve their learning effects.
     
     In this study, the on-line English teaching aid was discussed from the viewpoint of Knowledge Management. English Content Knowledge Ontology and English Teaching Knowledge Flow Architecture were suggested to provide an on-line teaching aid with a semantic retrieval system so as to initiate an innovative model for on-line English teaching aids.
     
     The English Content Knowledge, Ontology, a model of English domain knowledge, defines the concepts and their attributes, as well as the multiple relationships between the concepts: Class（vertical）, Reciprocity（horizontal）, and dependency（grouping）relationships. An “instance” is hypostatized from an abstract class, and the integration of the abstract classes and the instances represent the English Content Knowledge Ontology built up in this research.
     
     The present study has introduced Object Oriented concept that deemed the English content knowledge as an object and as an instance with different Attributes and Operations. Encapsulated attributes and operations engaged in coordination among different objects through exchanges of messages, and resulted in the achievement of the overall system operations. Meanwhile, each student would also be an object in the course of the study and possess different attributes and operations. The final goal, learning, could be achieved through the exchanges of messages for mission coordination.
     
     UML was applied in the study to construct the three major models in the on-line English learning. Functional Model – Use case Diagram to model the user’s requirements for the system； Static Model – Class Diagram to abstract an object for showing a static architecture； Dynamic Model – Sequence Diagram to describe the information flow among the objects.
     
     This research also attempted to explore the present circumstances of the primary school’s on-line English teaching aid websites. It illustrated the needs of developing architecture for a website with semantic retrieval functions, multiple choice ways of learning and diversified modes for learning assessments It will be able to record and analyse the learning effect and test the result, building up learning records (including learning style, habit, attitude and learning effect) in order to provide each student with more learning opportunities and to share teaching resources with all of the teachers.
     
     Through the new learning model, the students are able to obtain learning resources to grow by themselves. The present study also urged more concern on the research and development of the English teaching website in order to provide more vitality to our children and their new learning methods. The model built up in this study may serve as a reference in the development of effective on-line English learning for children.
     
     Key words: Grade 1-9 English Teaching Curriculum, Knowledge Management, Ontology, Semantic Retrieval System, Object Oriented, UML		en_US
dc.description.abstract (摘要) "謝詞
     摘要
     Abstract
     目次
     圖目次
     
     第一章 緒論
     
     第一節 研究動機
     第二節 研究目的
     第三節 預期貢獻
     
     第二章 文獻探討
     
     第一節 九年一貫英語課程
     第二節 知識管理
     第三節 知識本體
     第四節 物件導向與UMＬ
     
     第三章 研究方法與架構
     
     第一節 研究方法
     3.1.1 研究工具
     3.1.2 個案研究方法與內容
     3.1.3 資料收集及採樣原則
     
     第二節 研究範圍與限制
     3.2.1 研究資料採用．
     3.2.2 Protégé 的實作與應用
     3.2.3 UML實作
     3.2.4 英語教學網站之抽樣比較
     
     第三節 研究架構
     3.3.1 界定知識範圍
     3.3.2 分析相關知識
     3.3.3 建構教學模型
     3.3.3.1 內容知識結構模型
     3.3.3.2 學習流程架構模型
     
     第四章 個案分析與探討
     
     第五章 結論與建議
     
     參考文獻		-
dc.description.tableofcontents 謝詞
     摘要
     Abstract
     目次
     圖目次
     
     第一章 緒論
     
      第一節 研究動機
      第二節 研究目的
      第三節 預期貢獻
     
     第二章 文獻探討
     
      第一節 九年一貫英語課程
      第二節 知識管理
      第三節 知識本體
      第四節 物件導向與UMＬ
     
     第三章 研究方法與架構
     
      第一節 研究方法
      3.1.1 研究工具
      3.1.2 個案研究方法與內容
      3.1.3 資料收集及採樣原則
     
      第二節 研究範圍與限制
      3.2.1 研究資料採用．
      3.2.2 Protégé 的實作與應用
      3.2.3 UML實作
      3.2.4 英語教學網站之抽樣比較
     
      第三節 研究架構
      3.3.1 界定知識範圍
      3.3.2 分析相關知識
      3.3.3 建構教學模型
      3.3.3.1 內容知識結構模型
      3.3.3.2 學習流程架構模型
     
     第四章 個案分析與探討
     
     第五章 結論與建議
     
     參考文獻		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0090932618en_US
dc.subject (關鍵詞) 九年一貫英語課程zh_TW
dc.subject (關鍵詞) 知識管理zh_TW
dc.subject (關鍵詞) 知識本體zh_TW
dc.subject (關鍵詞) 語意資訊檢索zh_TW
dc.subject (關鍵詞) 物件導向zh_TW
dc.subject (關鍵詞) Grade 1-9 English Teaching Curriculumen_US
dc.subject (關鍵詞) Knowledge Managementen_US
dc.subject (關鍵詞) Ontologyen_US
dc.subject (關鍵詞) Semantic Retrieval Systemen_US
dc.subject (關鍵詞) Object Orienteden_US
dc.title (題名) 英語教學知識結構及教學流程架構之研究 (以九年一貫國小英語課程為例)zh_TW
dc.type (資料類型) thesisen
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