本研究透過在課程規劃與安排中，使用結構化張力的概念來訓練學生可以主動學習，並提升學習的動機。老師以一週為單位，讓學生填寫張力表，而張力表的項目是課程學習的縮影，包含了基本需求張力表(BasReq)與進階需求張力表(AdvReq)。透過老師設計的張力表項目與學生產生互動，讓學生填寫其內容，同時學生也藉此檢視自己在學習上的進度。老師可以隨時調整每一週的項目，動態地調整張力的大小，並針對學生所填寫的內容予以評分。 研究進行時將結構化張力表實際投入在97學年度下學期四個課程約三百名學生上，由EXCEL表格建立填寫項目範例，讓學生填寫完畢後利用Moodle平台逐週回傳。在課程結束前實施問卷調查，統計學生在BasReq與AdvReq中的進步幅度，發現均有顯著成長，顯示結構化張力表的成效。因此，希望建立一套系統，期望能發揮其價值，並降低學生與老師的負擔。系統的雛型利用Google Web Toolkit實作，並與Moodle協同運作。 This research proposes a new approach to proactive learning based on structural tension and can be effectively carried out in the course-taking process. Two kinds of tension are created -- BasReq and AdvReq. BasReq is the basic requirement in which students are asked to keep up with teacher’s progress every week. AdvReq is the advanced requirement in which students are asked to keep improving everyday about those relevant to their needs in order to enhance their learning, and ultimately achieving happy learning in their mindsets. Students need to submit their BasReq and AdvReq every week to show what they have improved. Based on these BasReqs and AdvReqs, a teacher can dynamically adjust his/her teaching strategy and course materials to keep appropriate tension in order to help students keep improve themselves. Our experiments began on four classes, about 300 students, in the spring semester of 2009, using Excel for BasReq and AdvReq in Moodle’s platform. At the end of the semester, we conducted a survey anonymously and want to see how much improvement students have been made in the whole semester. The results show that four classes all have significant improvement on both BasReq and AdvReq. However, it created tremendous load for the teacher in the whole process. This initiates our development of a system that not only can lesson teacher’s load but also can facilitate both teacher and student needs. A prototype system is thus constructed using Google Web Toolkit in cooperation with Moodle.
