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A Chinese word segmentation and POS tagging system for readability research
No full text[[abstract]]In recent years, readability research has relied on applications of natural language processing
techniques to analyze documents. However, Chinese sentences consist of characters and with
no blanks between words. Therefore, a mistake on word segmentation and/or part-of-speech
tagging for Chinese sentences will result in many errors in the follow-up analysis. CRF
model,is recently the most popular and successful method for Chinese word segmentation.
However, due to such problems as reiterative locution, unknown words and incomplete
sentences, many readings for children cannot be processed accurately by CRF model. This study aims to develop a Chinese word segmentation and POS tagging system called WeCan.
This system is composed of bigram model, SPLR algorithm, unknown words extraction and
rule bases. WeCan has been applied to the preprocessing procedure of CRIE. In preliminary
experiments, it also worked well on the elementary school textbook in Taiwan.
The Implementation and Application of a Multi-Strategies Based Reading Comprehension System (III)
No full text[[abstract]]Text-comprehension is one of
the most important skills related to
information acquiring. The deficiency of
comprehending skill exerts wide and deep
influences on learning. Consequently,
investigating the causes and the
intervention-methods for text
comprehension difficulty is worthy of
serious consideration. Owing to the importance of reading strategy instruction,
the emergent needs of web-based reading
instruction, and the deficiency of
computer supported reading systems in
Taiwan, this project aims to implement a
multi-strategy based reading
comprehension system and empirically
evaluate its application effects.
The researchers are currently
implementing a multi-strategy based
reading comprehension system. The first
objective of this project is to empirically
evaluate the effectiveness and the
interface-friendliness of this system
through five- to seven graders with normal
reading capability. Previous researches
indicated that students with reading
difficulties not only suffered from their
disability of using cognitive strategies, but
also from their lower motivation and self
efficacy. Thus, the second objective of this
project is to expand the system-imbedded
cognitive strategies to affective strategies,
derived from self-regulated learning, such
as progress feedback, positive attribution,
and efficacy enhancement. The third
objective of this project is to integrate the
refined system with other systems
implemented by the Main Project. The
student text comprehension evaluating
mechanisms (Project No.5) and thepersonalized web-book editing system
(Project No. 1) will be integrated with our
strategy instruction system to form an
adaptive instruction environment for
reading.
This projected is to be completed in
three years. Each objective mentioned
above will be fulfilled in one year. We
believe that the completion of this project
will be beneficial to the practices of
student learning and teacher instruction, as
well as theoretical innovation in the fields
of reading comprehension, adaptive
instruction, and computer assisted
learning.
Application of a Handheld Device on Formative Evaluation ---An Example of Geometric Teaching for Senior High School (I)
No full text[[abstract]]行動載具是未來資訊科技融入教學的最具潛力工具。而即時形成性評量是行動載 具能夠發揮其優勢的最佳教學任務之一。然而，要讓行動載具能真正在教室中發 揮形成性評量的功能，需要有適當的介面以制訂評量程序和內容，並且需要配套 的教學工具來做為評量後的輔助教學工具。根據上述需要，本研究的目的有三： 一為建立一個可以由教師依據個人需要，彈性制訂評量程序和評量內容的形成性 評量系統。二，依據高中生目前學習幾何的困難，設計適當的幾何模擬軟體作為 補救教學的工具。三，探討整合行動載具，形成性評量軟體和幾何模擬軟體，以 進行適性補救教學的可能性。
Innovative Design for Tailored e-Learning Objects and Customizable Learning Environments(III)
No full textImplementing a Dynamic Assessment System for Classroom Instruction: an Approach of Integrating Mobile Technologies with Adaptive Diagnostic Testing
No full text[[abstract]]“Problem-posing” is an experience-converting instructional strategy for effectively enhancing students’ thinking abilities and is broadly discussed in many domains. This study aims to probe into the possibility of technology assistance for problem-posing strategy. Based on the design principles of problem-posing and game theories, we designed a game-based problem-posing and solving system. Moreover, the influences of game-based problem-posing Math learning activities for students’ problem-posing, problem- solving abilities, and flow are discussed. Four classes of fifth graders were participated in the research. Two classes were provided with game-based problem-posing system, while the other two used paper-based problem-posing method. The result shows that game-based problem-posing system positively enhances students’ overall flow and problem-posing abilities.
Competence-Oriented Omniform Learning (COOL) for Chinese as a Foreign Language(II)
No full text[[abstract]]This three-year project aims to design a Competence-Oriented Omniform Learning System for Chinese as a Foreign Language (COOL Chinese for CFL). This is a learner-specific system that plans to produce high-quality Chinese e-learning materials and an accurate online assessment system evaluating Chinese proficiency intended for worldwide users. The COOL research project integrates six modules—syllabus, teaching, learning, assessment, cooperation of academic and commerce, and international cooperation—to construct the learning system. In performing this project for over a year, the research team focused on building academic credibility through vigorous research while endeavoring to design the needed materials and tools. One of our accomplishments is laying out the CSL Performance Index that enables us to establish a CFL teaching syllabus and develop varieties of CFL learning models and teaching materials. We are also able to develop CFL performance assessment tools, such as the Chinese Language Ability Assessment. We have also conducted research in Database for Chinese Radical Structural Relations. We have studied the application of mnemonics and scenario and the effect of meta-knowledge in learning Chinese as a foreign language through multi-media-assisted instruction. The studies have been applied to create a Hanzi Database on our COOL website and CHEERS: Chinese Hanzi E-learnER System to help CFL learners acquire Chinese characters online. For advanced cultural understanding, ChineseCAP: Cultural Awareness Platform for Chinese as a Foreign Language provides a wiki-based environment for learners to integrate literal and cultural knowledge. The Authoring Tool System for Composing Test Items offers to impart authority to Chinese teachers with a security-increased database to compose and manage test items for assessing student performance. The goal of COOL Chinese is to improve and digitalize Chinese teaching/learning materials and assessment systems to help CFL learners across the world learn according to their needs. We anticipate the increase and completion of more research findings, quality materials, applicable tools, as well as corporate collaborations and international partnerships to fulfill the aim as this project continues to 2011.
