臺灣博碩士論文加值系統

資訊科技的蓬勃發展與電腦網路的普及，帶動了數位式學習(E-Learning)的風潮，教室不再是唯一的學習環境，透過智慧型手機、平板電腦等行動平台，隨時隨地都能進行學習活動，也使數位式學習成為既方便又快速的學習工具。即便如此，數位式學習仍存在著一些缺點，雖然許多教學資源都可經由網路獲取，但因為無系統地散佈在網路資源中，導致這些教學資源未能被妥善地運用，經常讓使用者陷入迷途，找不到欲學習的知識內容。
因此，本論文將建構一自主學習之機制，協助使用者找出符合自己能力與目標的教學資源，並依照適當的學習路徑循序推進，達到自主學習之目標。本研究將以適應性學習之概念為基礎，根據使用者之條件與學習需求配合知識地圖的輔助，有系統地搜尋網路資源並加以組織、分層，讓使用者可逐步學習並累積知識，完成自主學習之目的。而本研究的教學資源以中英文環境為主，但未將測驗與學習成效之評分標準列入考慮範圍，僅探討知識之搜尋與分層的合理性。

E-Learning is getting popular as the electronic tools become more advanced. As a result, schools and classrooms may not be the only place to get formal education, since pieces of knowledge can be easily acquired, from internet via cellphone, tablet PC, or such mobile devices, ubiquitously. Although knowledge documentations are available in all net places, the quality, the authenticity, the difficulty level, and organization of the documentation materials are not explicitly defined, making formal education not readily accessible.
In this research, a self-learning mechanism is created to make use of the web resources, and to fit user’s ability and learning targets. The method use the concept of adaptive learning to construct a knowledge map by successively searching web resources using keywords from the learning target and related articles. The materials searched are then assigned to the levels on the map, and are determined with an index of importance and an index of difficulty to guide users for studying.
In the implementation, only keywords in English and traditional Chinese are used for simplicity, and quizzes and exams are not adopted for learning evaluation because the research objective is on the mechanism feasibility not on rank promotion.

目錄
中文摘要................................................I
ABSTRACT................................................II
誌謝................................................III
目錄................................................IV
表目錄................................................VIII
圖目錄................................................IX
第一章　緒論................................................1
1.1　研究背景................................................1
1.2　研究動機................................................1
1.3　研究目的................................................3
1.4　研究限制................................................3
1.5　論文架構................................................4
第二章　文獻探討................................................5
2.1　數位式學習................................................5
2.1.1　數位式學習的定義................................................6
2.1.2　數位式學習之優缺點................................................7
2.2　學習理論................................................10
2.2.1　自主學習................................................10
2.2.2　混成學習................................................12
2.2.3　適性化學習................................................13
2.3　知識的定義................................................15
2.4　本體論................................................17
2.4.1　本體論的定義................................................17
2.4.2　本體論之種類................................................19
2.4.3　知識本體論................................................22
2.4.4　本體論語言................................................24
2.4.5　本體論之應用與研究領域................................................27
2.5　知識地圖................................................29
2.5.1　概念構圖與概念化................................................29
2.5.2　知識地圖................................................31
2.6　網路教學資源................................................36
2.7　智慧型教學系統................................................37
2.7.1　智慧型代理人................................................40
2.7.2　智慧型教學系統之優缺點及應用................................................41
2.7.3　線上帶領................................................42
2.8　文獻總結................................................43
第三章　研究方法................................................45
3.1　研究流程................................................45
3.2　知識地圖................................................47
3.2.1　概念................................................48
3.2.2　知識分層................................................50
3.3　學習相依性................................................52
3.4　知識呈現................................................57
3.5　人機系統設計................................................58
3.6　本章總結................................................62
第四章　自主學習機制之實作演練................................................65
4.1　實作架構................................................65
4.2　使用者初步能力鑑定................................................66
4.3　知識搜尋與分層................................................67
4.3.1　橫向優先搜尋(Breadth-First Search , BFS)................................................67
4.3.2　重要性................................................68
4.3.3　困難度................................................70
4.4　知識關聯................................................74
4.5　搜尋辨識度................................................75
4.6　多媒體文件................................................79
4.7　實作檢討................................................80
第五章　結論與建議................................................82
5.1　研究貢獻................................................83
5.2　建議與未來研究方向................................................84
參考文獻................................................86
表目錄
表 2.1 數位式學習之優缺點比較表................................................8
表 2.2內隱知識與外顯知識的構面................................................16
表 2.3相關文獻之比較................................................44
表 4.1高職鑄造科課綱................................................66
表 4.2重要性與關鍵字數量對照表................................................68
表 4.3重要性與困難度（部份）................................................73
表 4.4關聯關鍵字................................................75
圖目錄
圖2.1 PRO model[Broekett & Hiemstra, 1991]................................................11
圖2.2適性化學習的調適技術[Brusilovsky, 1996]................................................13
圖2.3九年一貫課程之本體論架構................................................19
圖2.4針對使用者目的之Ontology種類[Guarino, 1997]................................................20
圖2.5領域本體論示意圖[Guarino, 1997]................................................21
圖2.6通用知識之基本架構................................................24
圖2.7各本體論描述語言之階層關係[W3C, 2004]................................................25
圖2.8語意網階層架構[Berners-Lee & Fischetei, 1999]................................................26
圖2.9概念構圖建構歷程概念圖[余民寧，民86]................................................30
圖2.10軟體開發與系統建設的概念模型[Gomez, 1999]................................................31
圖2.11概念階層................................................33
圖2.12概念基模................................................35
圖2.13 ITS之四個基本元件[Beck, 1996]................................................39
圖2.14線上帶領的四個面向[鄒景平，民96]................................................43
圖3.1漸進學習流程................................................46
圖3.2概念構圖[Novak, 1995]................................................48
圖3.3知識分層................................................51
圖3.4知識網路[Gordon, 2000]................................................53
圖3.5水煮蛋的知識網路[Gordon, 2000]................................................55
圖3.6萬有引力的知識網路[Gordon, 2000]................................................56
圖3.7 C型路徑[劉明洲，民88]................................................59
圖3.8 E型／X型路徑[劉明洲，民88]................................................60
圖3.9 J型路徑[劉明洲，民88]................................................61
圖3.10知識分層之結果................................................62
圖4.1橫向優先搜尋................................................67
圖4.2目標知識搜尋結果例一(英文)................................................69
圖4.3目標知識搜尋結果例二(中文)................................................69
圖4.4子題重要性................................................70
圖4.5子題搜尋結果例一(英文)................................................71
圖4.6子題搜尋結果例二(中文)................................................72
圖4.7子題搜尋結果例三(中文)................................................72
圖4.8子題搜尋結果例四(中文)................................................73
圖4.9子題重要性與困難度................................................74
圖4.10搜尋結果重複................................................75
圖4.11搜尋結果資料筆數過少................................................76
圖4.12較不完整的搜尋結果................................................77
圖4.13較完整的搜尋結果................................................77
圖4.14搜尋結果名詞定義不同例一................................................78
圖4.15搜尋結果名詞定義不同例二................................................78
圖4.16影音多媒體................................................79
圖4.17 鑄造之知識分層................................................80

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網路部份
http://e-case.org/
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http://definiter.net/archives/3295.html