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研 究 生:楊晰勛 Hsi-Hsun Yang
指導教授:黃永廣 博士 Wong, Wing-Kwong
學 年 度:88
學位類別:碩士
論文名稱:中文程式語言CLogo融入電腦與數學課程之研究
A Study on the Use of Chinese Programming Language CLogo in Computer and Math Curriculum
論文摘要:
| 本論文包含兩個獨立但相關的主題，其目的均是在探討中文程式語言CLogo融入電腦與數學 | ||
| 課程之研究。第一個主題「CLogo對於國小數學與電腦教育之影響 - 一個國小六年級的實 | ||
| 例」，網路的學習環境可以用來輔助傳統式教學之進行，傳統講述教學若能配合網路的實 | ||
| 作環境必能達到良好的學習效果。中文程式語言CLogo網路學習環境的優點是可見學生學習 | ||
| 的即時效果，學生可以使用網景（Netscape Browser）或微軟（Microsoft IE）瀏覽器進 | ||
| 入CLogo網路學習環境，它可以輸入中文指令和自行定義新的中文程序（procedure），執 | ||
| 行結果直接在瀏覽器的畫布（canvas）上顯示出來。有鑑於電腦教學在未來將更廣泛地應 | ||
| 用在學校教育，且電腦課程的設計會影響學生對電腦之認知發展與態度，我們嘗試以CLogo | ||
| 作為實驗的課程教材，再加上兩份自行編制的調查表，探討CLogo教學對於國小學童之影響 | ||
| 。結果顯示接受CLogo教學之學童在增進有關圖形觀念的數學能力並未達到統計上顯著的差 | ||
| 異，但接受CLogo教學的學童對於電腦學習之態度有正向的回應，故此實驗課程教材有待更 | ||
| 進一步的推廣與應用。 | ||
| 第二個主題「中文物件導向描述語言（COOL）理念與實作」，為了提供一個友善並中文化 | ||
| 介面的電腦學習環境，讓學生學習基本的幾何圖形，我們開發了一套中文物件導向描述語 | ||
| 言（COOL），它是利用知識表達加上描述語法來敘述一個幾何圖形，COOL是使用事先定義 | ||
| 好的例如：線段、三角形或其他類似的型態類別檔，建構出知識表達語法的語意網。使用 | ||
| 者能夠利用很簡單且直覺的描述語法畫出幾何圖形，描述語言會經過轉譯的方式變成中文 | ||
| Logo的原始碼，並把幾何圖形顯示於CLogo的繪圖環境。 | ||
| [摘要] | ||
| This thesis addresses two separate but related topics, both of which serve to investigate the use of | ||
| Chinese Programming Language CLogo in Computer and Math Curriculum. The first topic is "The | ||
| Influence of Instruction of the Chinese Programming Language CLogo on Math and Computer | ||
| Education at the Sixth Grade". Students can use the Netscape or Microsoft Internet Explorer Web | ||
| Browser to enter the CLogo environment, write programs in Chinese and get immediate visual | ||
| feedback on the CLogo canvas. Since computer education is getting more and more important in | ||
| elementary education and computer education will affect students' cognition and attitude towards | ||
| computer, we try to investigate the effects of CLogo instruction on students' geometry concepts | ||
| and their attitude towards computer. Experiment data indicate that the effect on geometric concepts | ||
| is not statistically significant but the effect on attitude is very positive. Therefore, we think it is | ||
| worthwhile to do more long-term experiments on CLogo instruction. The second topic is "A Chinese | ||
| Object-Oriented Language Concepts and Implementation". In order to provide a user-friendly | ||
| interface for students to use a computational environment for learning programming in Chinese and | ||
| learning elementary geometry, we have developed a Chinese Object-Oriented Language (COOL) | ||
| for knowledge representation and for describing geometric figures. COOL is used to define classes | ||
| such as line segment and triangle and is similar in some aspects to other knowledge representation | ||
| languages such as frames and semantic nets. A user can use the script language to draw geometric | ||
| figures in a very simple, intuitive way. The script language is interpreted as CLogo source code, whose | ||
| execution will display the geometric figure in a CLogo drawing environment. | ||