體驗區
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| 篇名 |
因材網：教育部人工智慧知識結構分析診斷及適性學習平台之析論
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| 並列篇名 |
Taiwan Adaptive Learning Platform: An Introduction to Platform Applying Artificial Intelligence to Knowledge Structure Analysis and Diagnosis for Adaptive Learning
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| 作者 |
張靖敏(Chang, Ching-Min)
、張道宜(Chang, Frederic Tao-Yi)
、劉雅萍(Liu, Ya-Ping)
、陳美瑩(Chen, Mei-Ying)
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| 中文摘要 |
教育部委託國立臺中教育大學（NTCU）開發臺灣因材網數位適性學習平台（簡稱因材網）（Tawian Adaptive Learning Platform, TALP）滿足每位學生的個別需求，提供適性學習資源。其特色如下：一、知識結構：將學習內容依難易度階層化，引導學生設定學習目標；二、單元和跨年級的智慧適性診斷：利用知識結構找出學習弱點，並規劃學生之個人學習路徑；三、提供相關之素養和合作問題解決能力的課程與評量：藉由因材網的互動式模組培養學生素養與合作問題解決能力，讓學生能夠應對未來挑戰的關鍵能力；四、四學策略：在因材網的數位學習環境中引入學生自學－組內互學－組間共學－教師導學之四學模式，以促進學生自主學習和學習成效。相關實證研究顯示，因材網可以促進學習動機、自主學習的學習成效，文末並提及建議。
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| 英文摘要 |
Ministry of Education, Taiwan-ROC entrusted National Taichung University of Education (NTCU) to develop Taiwan Adaptive Learning Platform (TALP) for addressing the personal needs of each learner and delivering customized resources. The unique features are as following: 1. Knowledge structure: arrange learning material in a hierarchical structure to illuminate learning goals. 2. Unit and cross-grade intelligent adaptive diagnosis: Apply knowledge structure to find learning weakness and plan individual learning path. 3. Supplementing competence-based and collaborative problem solving curriculum and assessment: Build students key competencies to meet their future challenge through the interactive module in TALP. 4. Four-learning strategies: introduce self-learning, co-learning, group-based learning and teaching guiding within the digital learning environment through TALP to facilitate students' self-regulated learning and academic achievement. Several empirical studies have indicated that TALP can promote the learning motivation, self-regulated learning and academic achievement. Some suggestions are mentioned for the improvement of TALP.
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| 頁次 |
313-331
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| 關鍵詞 |
因材網
、適性學習
、自主學習
、知識結構
、Taiwan Adaptive learning platform
、adaptive learning
、self-directed learning
、knowledge structure
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| 卷期 |
3:1
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| 日期 |
202201
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| 刊名 |
台灣教育研究期刊
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| 出版單位 |
台灣教育研究院
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