| Summary: | 碩士 === 國立中央大學 === 網路學習科技研究所 === 95 === Several researches have found that let students in a situation for teaching others can lead their inner motivation to understand the knowledge to be taught and engage them in higher level thinking activities. However, some existed intra-class peer tutoring programs do not emphasis students tutors in the thinking progress of problem-solving or involve the learning process for peer tutoring. Therefore, this thesis proposes a pedagogic design called RPT-MPS, standing for promote elementary students’ math problem-solving ability, and an embryo system design to support RPT-MPS. The RPT-MPS learning activities and system design are for tutors to learn and strengthen his/ her own math problem-solving strategy via teaching peer tutees.
In RPT-MPS, students learn lessons hardly to prepare for teaching peer tutees, and play two roles “tutor” and “tutee” by turns. Tutors observe on tutee, lead tutee talk about his/her own thoughts and help instantly. Tutees think about the key point of question and discuss with his/ her own tutor via synchronous interaction and instant feedback functions for students and teachers.
One requirement analysis and two evaluation activities were conducted to investigate how RPT-MPS designs can motivate student tutors to learn, encourage the teaching interaction, the model design, and the role of system. This thesis gives accounts for the research background, motivation, purposes and the activity model, describes the system designs and interfaces, and reports results of evaluation activities. Recommendations for further study are addressed in the final part of this thesis.
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