| Summary: | 碩士 === 國立臺南大學 === 數學教育學系 === 90 === The feature of networked constructive CAI system lies in shaping the computer environment in which students clarify and construct the concept by ways of communication, discussion, and dialectics, utilizing the practical pedagogic content edited by the spirit of new curriculum in Taiwan at 1993. Because we stress the concept of “transformation of unity quantity” as main activity in teaching multiplication, students’ comprehension of “unity quantity”, “unity number”, and “combined numbers” plays an important role in establishing networked constructive CAI system. We consider that the greatest difference between the networked learning environment and that of the general classroom pedagogy is the deficiency of interaction. Thus, analyzing the strategy of students’ solving problems to establish the effective tool table of thought and judging the mode of the students’ thought by checking the tools which students use will strengthen the interactive relationship of the system and the learners. Then, use the networked technology and the principle of the expert system to set up the CAI of constructive pedagogy, so that the learners can communicate with each other and the system can conduct dynamically which formally construct a wholly co-operative learning environment and will help the learners to form the whole mathematics concepts.
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