隨著資訊科技和網際網路的發展，以e-Learning支援學生的學習已經變得越來越重要。特別是在程式設計的學習上，初學者通常缺乏適當的輔助工具來幫助他們可以更容易的進入這門學科。因此，我們提出了一個可擴充題庫的問題導向式Python程式設計教學系統。此系統利用軟體測試技術中變異測試來動態的破壞程式碼，讓程式失去原有功能，藉此來產生程式碼除錯練習來增進學生在程式碼除錯方面的能力。另一方面，為了提升學生對於問題的思考能力，我們也特別提出的程式練習題創作練習，在這個練習中，學生可以透過系統中的問題樣版和答案程式碼樣版之幫助來創作自己的題目，透過這樣的練習，一方面可以增強出題者對題目觀念的理解，另一方面可以幫助系統擴展題庫，以提供往後的學習者更豐富的題庫內容。

有別於現存的其它程式設計學習系統，本研究所提出的系統針對程式設計師所需要的各種能力進行全面性的訓練，並在其中導入Web2.0的概念，讓學生在學習時不再只是被動的做練習，而是有機會去創作題目並幫助其它的同學，以得到更多不同形態的學習機會。我們期望透過本系統的實施，除了能幫助學生在程式設計方面的學習之外， 也能降低授課教師的負擔，提升整體的教學品質。

With the development of computer technology and Internet, e-Learning has become more and more important to support student’s learning. Novice students usually lack adequate assisting tools especially in programming learning. Therefore, we propose the problem-based Python programming learning system with extendable item-bank. The system can generate program debugging exercise by using mutation testing technology. Additionally, for enhancing student’s problem-exploration and reasoning capacity, the system provide another practice - Programming Exercise Creating Practice. In this kind of practice, every student can create his own programming exercise using question template and answer code template. This practice not only can enhance student’s capacity but also can rich enrich the system’s item-bank by using this strategy.

Different from other programming learning systems, our system provide a more complete trainings on programming capacities, and building with Web2.0 concept. So, student who learns programming on this system will not only do exercise, but he also can help other students. So, student can get more kind of learning chance in this way. Additionally, we also hope that teacher’s loading will be decreased and quality of course will be increased by using this system.

目錄

1. 緒論 1
1.1 研究動機 2
1.2 研究動機 2
1.3 研究目的與問題描述 3
1.4 論文架構 4
2.文獻探討 5
2.1 電腦輔助教學的發展 5
2.2 用於程式設計的智慧型學習輔助工具的發展與現況 8
2.3 用於程式設計教學的自動化題目產生方法 12
2.4 Web2.0與教學的結合 13
2.4.1 Web 2.0簡介 14
2.4.2 網路世代的學生與新的學習模式 15
2.4.3 Web 2.0的教育性應用範例 17
3.系統架構與實作 20
3.1 系統架構 20
3.2 程式碼除錯練習題的產生方法 22
3.3 程式碼撰寫練習與練習題之產生方法 25
3.4 雛型系統實作 30
4.系統實驗與評估 37
4.1 研究方法 37
4.1.1 研究樣本與實驗設計 37
4.1.2 實驗活動流程 37
4.1.3 研究工具與實施 38
4.2 結果與討論 39
4.2.1 前測與期中考分數之簡易數據 39
4.2.2 測驗成績統計t檢定分析 39
4.2.3 練習題創作機制結果分析 41
4.2.4 問卷調查 44
5.結論與未來工作 53
5.1 結論 53
5.2 未來工作 54
6.參考文獻 55


圖目錄

圖2.1：電腦輔助教學系統的學習引導方式 5
圖2.2：一般智慧型教學系統的主要元件 6
圖2.3：一個用於比較「傳值」與「傳址」的樣版 13
圖2.4：討論版文章分類的投票機制 19
圖3.1：「iTutor」之系統架構 20
圖3.2：用於產生除錯練習題之變異演算法 24
圖3.3：程式碼變異結果 25
圖3.4：題目描述與答案程式碼關係 26
圖3.5：問題與程式碼所屬之IPO形態 27
圖3.6：IPO型態和對應的題目與程式碼樣版 28
圖3.7：iTutor系統模組 30
圖3.8：除錯練習介面 31
圖3.9：程式碼撰寫練習介面 31
圖3.10：IPO型態列表 32
圖3.11：題目列表 32
圖3.12：練習題創作介面 33
圖3.13：練習題評論介面 34
圖3.14：練習題Q/A介面 34
圖4.1：學習活動─程式碼除錯訓練問卷統計圖 45
圖4.2：學習活動─練習題創作訓練問卷統計圖 47
圖4.3：學習活動─整體評估問卷統計圖 48
圖4.4：系統建置─線上練習輔助工具問卷統計圖 50
圖4.5：系統建置─練習題創作平台問卷統計圖 52
表目錄

表2.1：各類別中具代表性的工具 9
表2.2：包含精簡化開發環境的工具之特色簡介 10
表2.3：最近三個世紀的學習模型 17
表3.1：IPO架構與各框架元素 27
表3.2： 練習題創作之流程 29
表4.1：前測與期中考分數之簡易數據 39
表4.2：前測F檢定(兩個常態母體變異數的檢定) 39
表4.3：前測t檢定 40
表4.4：期中考除錯部份F檢定(兩個常態母體變異數的檢定) 40
表4.5：期中考除錯部份t檢定 41
表4.6 學生創作題目(範例一) 42
表4.7 學生創作題目(範例二) 42
表4.8：學習活動─程式碼除錯訓練問卷統計表 45
表4.9：學習活動─練習題創作訓練問卷統計表 46
表4.10：學習活動─整體評估問卷統計表 48
表4.11：系統建置─線上練習輔助工具問卷統計表 49
表4.12：系統建置─練習題創作平台問卷統計表 51

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