教育學院

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/1

教育學院成立於民國44年6月5日,時值臺灣省立師範學院改制為臺灣省立師範大學,初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系,發展迄今,本院共設有7個學系(均含學士、碩士及博士班)、5個獨立研究所、1個院級在職碩士專班。

本院為國內歷史最久之教育學院,系所規模、師資,及學生品質向為國內首屈一指,培育英才無數,畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域,皆為提升我國教育品質竭盡心力。此外,本學院長期深耕學術,研究領域多元,發行4本 TSSCI 期刊,學術聲望備受國內外學界肯定,根據 2015 年 QS 世界大學各學科排名結果,本校在教育學科名列第22名,不僅穩居臺灣第一,更躍居亞洲師範大學龍頭。

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    Developing Cognitive Diagnostic Assessments system for mathematics learning
    (2012-07-06) Wu, L. J.; Chang,K. E.; Sung, Y. T.
    The aim of this study is to develop a diagnostic system for mathematical concepts. By adopting a Bayesian network for its high recognition rate in artificial intelligence and diagnosis, and combining and applying deduction methods in computerized tests, this system helps students to understand the difficulties they encounter in mathematical learning, and subsequently helps in implementing immediate remedies. The computerized diagnostic tests established in this research module can diagnose the types of mistakes students make; and in addition to helping students realize their erroneous concepts, this system also helps teachers to grasp the types of mistakes students make, and to implement group remedial teaching accordingly. The study result indicates that the mean recognition rates of the computerized diagnostic system developed in this study are 95.72 %, 99.10 %, 98.73 %, 99.02 %, and 98.96 %; this system can effectively and automatically detect the types of mistakes that students make.
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    Embedding game-based problem-solving phase into problem-posing system for mathematics learning
    (ELSEVIER, 2012-02-01) Chang,K. E.; Wu, L. J.; Weng, S. E.; Sung, Y. T.
    A problem-posing system is developed with four phases including posing problem, planning, solving problem, and looking back, in which the “solving problem” phase is implemented by game-scenarios. The system supports elementary students in the process of problem-posing, allowing them to fully engage in mathematical activities. In total, 92 fifth graders from four different classes were recruited. The experimental group used the problem-posing system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the problem-posing system on students’ problem-posing ability, problem-solving ability, and flow experiences. The results revealed more flow experiences, and higher problem-solving and problem-posing abilities in the experimental group.