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題名:以LSA為基礎之兒童中文語意關聯輔助學習系統建置
作者:陳世銘
作者(外文):Shih-Ming Chen
校院名稱:國立臺中教育大學
系所名稱:教育測驗統計研究所
指導教授:郭伯臣
廖晨惠
學位類別:博士
出版日期:2013
主題關鍵詞:LSA輔助學習系統兒童中文語意空間潛在語意分析LSA assisted learning systemchildren’s Chinese semantic spaceLatent Semantic Analysis
原始連結:連回原系統網址new window
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本研究旨在建立兒童中文語意空間,並開發以潛在語意分析為基礎之電腦化語意關聯輔助學習系統。首先透過比較不同年級與不同科目間之兒童中文語意空間,來描述語意空間特性。其次藉由詞彙語意效度驗證、句子語意效度驗證、專家關聯度評分以及LSA造句自動化計分等四種方式,來評估兒童中文語意空間的效度。最後再以教學實驗,探討輔助學習系統是否為一有效的輔助教學與學習工具。
本研究主要發現如下:
一、在不同年級間的兒童中文語意空間之相關性比較,「中-高年級」的相關性比「低-中年級」及「低-高年級」為高。另外,在不同科目間的相關性比較亦發現,「國語-社會」的相關性比「國語-自然」及「社會-自然」為高。
二、在詞彙間與句子間的關聯性驗證,兒童中文語意空間與專家評分具高度顯著相關。在LSA以字造句自動化計分評估部分,兒童中文語意空間與專家評分的高度顯著相關亦優於成人語意空間。
三、使用本研究所開發之「以LSA為基礎之電腦化語意關聯輔助學習系統」的教學活動設計,實驗組的學童對於中文識字量、語詞聯想與造句得分,皆顯著高於對照組。
四、教學回饋問卷滿意度調查結果顯示,學童對輔助學習系統持正面肯定態度,代表本系統可用性高,單元的詞彙量適中。
The purposes of this study were to develop a computerized assistant learning system based on LSA to build children’s Chinese semantic space. First, it describes the characteristics of children’s Chinese semantic space by comparing the semantic space in different grades and in different subjects. Secondly, the validity of children’s Chinese semantic space was verified by semantic correlations between words and words, sentences and sentences, correlating in comparing with human scoring, and LSA-based automated scoring on sentence construction. Furthermore, the effectiveness for an assisted teaching and learning instruction that was developed in present study was evaluated by experimental teaching activities.
The results were as follows:
1.In comparison of the correlation of Chinese semantic space in different grades of students, three groups were divided. Group A was comprised by grades 3 and 4 vs. grades 5 and 6. Group B was comprised by grades 1 and 2 vs. grades 3 and 4. Group C was comprised by grades 1 and 2 vs. grades 5 and 6. This study showed that in the correlation of Chinese semantic space, Group A was higher than Group B and Group C. The similar result was observed in the study of different subjects, Chinese Language and Social Studies with a high number of same words would have higher correlation of Chinese semantic space than Chinese Language and Science. Meanwhile, Chinese Language and Social Studies also had higher correlation of Chinese semantic space than the other two subjects – Science and Social Studies.
2.In the aspect of correlations between words and words, sentences and sentences, children’s Chinese semantic space was highly correlated in human scoring. The evaluation of LSA-based automated scoring in sentence construction also showed significantly higher correlation in children’s Chinese semantic space.
3.The experimental group who received the teaching activities with the LSA assisted learning system scored higher than the control group regarding Chinese vocabulary size, the diversity of vocabulary association and sentence construction.
4.Feedback questionnaires indicated that participants have positive attitudes toward teaching activities with the LSA assisted learning system, thus it demonstrated that the system was highly usable and word number of a chapter was applicable.
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