| Abstract: | 由於資訊科技的發展，資訊也被廣泛融入教學的推廣，因此測驗方式逐步由紙筆測驗轉型為電腦測驗、教材由過去的電腦輔助教學漸漸變成不限時空線上即刻閱讀的模式。本研究者以高職會計課程為內容，建立適當的題庫系統與線上教材，並建立補救教學系統連結測驗結果與教材，以協助教育目標的達成與教學資源的有效運用。最後透過試用經驗的問卷調查，瞭解學生看法，做為本研究成效評估的參考。
研究者在編擬題庫部份，係運用各項測驗理論，尤其是古典測驗理論參數指標，透過專家效度的檢核修正試題，經學生預試剔除鑑別度0.25以下試題後，整體題庫難度平均達0.5、信度亦多達0.8以上。線上教材部分則遵循教學設計模式，透過分析、設計、發展、實施、評鑑等五大流程，從目標分析、學習者分析、教材分析、媒體分析、教學策略設計、課程內容設計、畫面美工設計、系統流程設計、整合軟體、媒體與系統等步驟，建立教材內容。並運用動態網頁技術，呈現學生答錯試題所屬章節，連結相關教材，讓學生可以不限時空，隨時進行補救教學。
從試用經驗的問卷調查中顯示，學生認為會計是一門學習較為困難的學科，對於會計的學習興趣不高、成績也都不甚理想，但對於線上測驗、線上教材、補救教學系統對於學習的幫助則持正面看法。另外自我認知不同的學生對於線上測驗、線上教材、補救教學系統的看法沒有顯著差異。高低分組學生除了在線上測驗高分組較低分組有顯著性差異外，對於線上教材和補教教學系統的看法亦沒有顯著性的差異。
Following the development of information technology, information has been widely incorporated into the promotion of teaching. Thus, testing methods have gradually advanced from paper-pencil tests to computerized testing; teaching materials have advanced from computer-aided instruction in the past to online reading without limitations to time and space. This study focuses on senior commercial high school accounting courses to establish a suitable item bank system and online instructional materials, and to establish a remedial instruction system that connects test results and instructional materials; in hopes of assisting the achievement of educational targets and effective utilization of educational resources. Finally, questionnaires of trial experiences are used to understand student perspectives, as a reference for the evaluation of this study.
In compiling an item bank, the researcher used various test theories, especially classical test theory parametric indicator. Through the examination of expert validity, the test questions were revised. After a pre-test of students to discard test questions that are below 0.25 in discrimination, the overall item bank difficulty reached an average of 0.5, and its reliability coefficients were generally over 0.8. As for online instructional materials, the Instructional Design Model was followed, and material content was established through the five major procedures of analysis, design, development, implementation, and evaluation. The steps were target analysis, learner analysis, instructional material analysis, media analysis, instructional strategic design, course content design, screen aesthetic design, system procedure design, and software, media, and system integration. Additionally, dynamic webpage techniques were used, which reveal the chapters to which student mistakes belong, and link to related instructional materials. Students can have remedial instruction without temporal or spatial limitations.
From the questionnaires about trial experiences, students think that accounting is a difficult academic subject, there is low learning interest in accounting, and the grades are not very good; however, they have positive outlooks on online tests, on-line teaching, and remedial instruction systems. Also, students with different self-cognitions do not have significantly different views of online tests, on-line teaching, and remedial instruction systems. For students with high scores and low scores, aside from a significant difference in terms of online tests, they do not have significantly different views of online instructional materials and remedial instruction systems |
