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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Item The Effect of Learning Spatial Geometry By Mobile Devices(2012-12-01) Wu, L. J.; Lai, S. C.; Chang, K. E.; Sung, Y. T.; Hsiao,H. S.The aim of this research is to develop a hands-on spatial geometry learning system to facilitate students’ geometry learning. The system is developed with Duval’s four critical elements of geometry apprehension including perceptual apprehension, sequential apprehension, operational apprehension and discursive apprehension. The system supports senior high school students in the process of spatial geometry problem-solving, allowing them to hands-on manipulate spatial geometry graphics and develop their visualization and mental imagery. In total, 58 participants from different classes were recruited. The experimental group used the hands-on learning system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the hands-on geometry learning system on students’ perceptual apprehension, sequential apprehension, operational apprehension, overall spatial geometry scores and learning attitude. The results revealed more learning attitude, and higher perceptual apprehension, sequential apprehension, operational apprehension in the experimental group.Item Evaluation of the feasibility of online readability application(2012-11-15) Tseng, H. C.; Chang, T. H.; Sung, Y. T.Readability refers to the extent to which a text can be understood. Reading materials of high readability can facilitate reading comprehension, learning, and information retention. With the development of Cloud computing, it has become important to assess the readability of online texts. However, previous readability research focuses only on the accuracy of text classification but fails to comprehensively take into account the formulae accuracy, time complexity, and feature diversity. Currently readability formulae used in evaluating online documents are time-consuming and low in accuracy. Therefore, to enhance the online utilization of readability formulae, we propose a standardized framework for evaluating the feasibility of online readability formulae, based on the three major factors: (a) user waiting time, (b) text classification accuracy, and (c) feature diversity. We also verified the feasibility of this framework by comparing several readability models under such framework.Item A Chinese word segmentation and POS tagging system for readability research(2012-11-15) Chang, T. H.; Sung, Y. T.; Lee, Y. T.In recent years, readability research has relied on applications of natural language processing techniques to analyze documents. However, Chinese sentences consist of characters and with no blanks between words. Therefore, a mistake on word segmentation and/or part-of-speech tagging for Chinese sentences will result in many errors in the follow-up analysis. CRF model,is recently the most popular and successful method for Chinese word segmentation. However, due to such problems as reiterative locution, unknown words and incomplete sentences, many readings for children cannot be processed accurately by CRF model. This study aims to develop a Chinese word segmentation and POS tagging system called WeCan. This system is composed of bigram model, SPLR algorithm, unknown words extraction and rule bases. WeCan has been applied to the preprocessing procedure of CRIE. In preliminary experiments, it also worked well on the elementary school textbook in Taiwan.Item Vocational Interest Patterns And Differentiation Of Junior High School Students(2012-08-05) Hsueh, J. H.; Cheng, Y. W.; Sung, Y. T.Super's Career Development theory indicated that adolescence belongs to the growth stage (4-14 years) and exploration stage (15-24 years). In the two stages, adolescents would not only explore and develop their career interest, but also try to identify the preference for career activities and construct a specific career pattern. In the countries with early and middle educational tracking, students have to face career decision-making when they are still young, and career interests is one of an important information to help them to make career choices. “Interest” means the preference for some types of activities, curricula, and occupations. In the practice of career counseling, vocational interest inventories are frequently used to help students understand their own preference for vocational interests. If one’s interest pattern is congruent with vocation, he/she would have better job satisfaction and adaptive performance. In the past, vocational interest studies were mostly concerned with variable-center analysis of various interest types, which focused on the associations between two or more variables, such as correlation, regression, and multidimensional scaling analysis. In contrast, person-center analysis, such as cluster analysis and latent class analysis, was hardly to be found in vocational interest studies. The purpose of this study was to explore the heterogeneous latent interest patterns among junior high school students using person-center analysis, and to investigate the relationships between gender and latent classes, and grades and latent classes.Item Classifying Chinese text based on readability indices: comparing the machine learning and statistical approaches(2012-08-01) Lee, Y. S.; Chen, J. L.; Chang, T. H.; Chang, K. E.; Chen, H. C.; Sung, Y. T.Item The application of career tests in high school in Taiwan(2012-08-05) Sung, Y. T.; Tien, H. L.; Cheng, Y. W.Item 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.Item Integrating Cloze tests with Item Response Theory to validate a readability formulae(2012-11-15) Lin, W. C.; Chen, J. L.; Sung, Y. T.The present study validates a non-linear readability formula (Sung et al., 2012) with readers’performance in cloze tests, which integrates the item response theory to improve the deficits of traditional cloze tests. The first study adopts a two-factor mixed design to examine the performances of readers at different levels. The second study transforms the original cloze test scores through the Rasch Model with the purpose of evaluating text difficulty and the readers’reading ability, which improves not only the scoring of cloze tests but also the validity of cloze test measuring text difficulty. The results show that as compared with traditional cloze tests, the IRT-based cloze tests are superior in discriminant validity. Furthermore, the cloze tests scores show that the Sung et al. (2012) readability formulae can appropriately reflect the difficulty levels of texts.Item Career Aspiration and Expectation for Taiwanese Vocational High School Students(2012-08-05) Chang, Y. T.; Sung, Y. T.Item Development of Examination Stress Scale and the Examination Stress in Taiwan(2012-08-05) Chao, T. Y.; Wang, Y. L.; Sung, Y. T.