A study of modern poetry appreciation platform

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1 A study of modern poetry appreciation platform

2 A study of modern poetry appreciation platform StudentPi -Ling Wang AdvisorDr. Shian-Shyong Tseng () A Thesis Submitted to Degree Program of E-Learning College of Science National Chiao Tung University in partial Fulfillment of the Requirements for the Degree of Master in Degree Program of E-Learning June 2009 Hsinchu, Taiwan, Republic of China

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4 A study of modern poetry appreciation platform Student: Pi-Ling Wang Advisor: Dr. Shian-Shyong Tseng College of Science National Chiao Tung University Abstract Modern poetry teaching focuses on how to instruct students to catch the imagery in the poem, which includes form understanding and content appreciating. Through learning, students can realize the beauty of emotion and spirit. However, modern poetry usually has complex structures with various lengths and rhetoric skills, appreciating the contents of modern poetry needs more background knowledge. Therefore, students are usually unable to realize the meaning and imagery of modern poetry. In order to motivate students to learn form understanding and content appreciating of modern poetry, we analyzed the methods of appreciation to build the appreciation ontology. In addition, the model essay teaching was conducted to guide the student to appreciate the form of modern poetry. Since learners may not express their own feelings clearly, learner s intention can be obtained via interactive mechanism. Therefore, we proposed model essay guided form appreciation and intention finding for content appreciation to assist learner appreciating modern poetry. The experiment conducted the questionnaire analysis for students and teacher interview. To evaluate the performance of this system, 105 students are invited to do questionnaire survey and 3 Chinese teachers of a high school are invited to do teacher interview. The average satisfaction degree of the appreciation function and the platform is more than 3, and the teachers all had highly positive attitude toward this system. Through this system, students not only understand the form of modern poetry, but also bring out the imagination and feeling of the modern poetry. In addition, learning from anywhere and anytime can promote students self learning ability. The interactions of teachers and students can further assist teachers assess the learning achievement of students easily. Keywords: modern poetry appreciation, ontology, model essay guided form appreciation, intention finding for content appreciation II

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11 1.1 [30] [17] [29] [12] 1

12 1.2 [31] [22] [23] [13] [28] [24] 1 1 2

13 [14][18][20] 3

14 [7][19] 4

16 [15] [18] [8] 6

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18 2.4 (Computer Integrated Instruction)(Technology Integration) [1][2][6](Curriculum Integration) [16] [25]Sprague & Dede[6] Morton[4] (add-on) [2] [10] [10] 8

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20 3. 4. [9] 10

22 Mike Uscholddede & King2Gruninger & Fox TOVE3Noy and McGuinness

23 TOVEFox and Gruninger[3]

24 3. Noy and McGuinness[5]

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26 1 Algorithm 1: Model Essay Guiding for Form Appreciation Algorithm Symbols Definition: D: is the depth of Appreciation Ontology. L 0 ~L D : denote the level of Appreciation Ontology. node j : denote the node value in Appreciation Ontology. Set: {,,,,,,,,,,} <Q>: System prompts questions and options. <A>: Learner chooses one option. Input: Appreciation Ontology, Model essay, modern poem Output: the results of style appreciation Step 1: For i=l 2 to L D, do the following substeps. Step 1.1 <Q> What kind of style do you want to describe? Prompts the nodes in the L i and shows the model essay. Step 1.2 <A> Chooses one from the options. Step 2: Outputs the node j in L D. Step 3: If node j belongs to Set, Outputs the node j in L D. <A> Chooses the text in modern poem which corresponds to the node j in L D. Else Outputs the node j in L D. 16

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28 3.4 (1) Intention Tag Retrieve (2) (Intention Tag Revise) 18

29 3%~5% 3 3 (Na) (VH) (Cbb) (D) (VE) (Di) (VH) (Na) (VH) (VE) (VH) 19

30 (3) Intention Tag Reuse (4) Intention Tag Retain Count( G i ) = IF Count( G i ) >= threshold 20

31 2 Algorithm 2: Intention Finding for Content Appreciation Algorithm Symbols Definition: D: is the depth of Appreciation Ontology. L 0 ~L D : denote the level of Appreciation Ontology. term j : segmentation results which contains noun, verb, adjective, adverb. <Q>: System prompts questions and options. <A>: Learner chooses one option. Input: Appreciation Ontology, modern poem, TYCCL Output: the results of content appreciation Step 1: For i=l 2 to L D, do the following substeps. Step 1.1: <Q> What kind of style do you want to describe? Prompts the nodes in the L i. Step 1.2: <A> Chooses one from the options. Step 2: If learner chooses none, then leaner inputs text. Step 2.1: Segments text by using CKIP segmentation tool. Step 2.2: <Q> Which term do you want to emphasize? Prompts term j. Step 2.3: <A> Chooses one from the options. Step 2.4: Retrieves the synonyms in TYCCL with previous option. Step 2.5: <A> Chooses one from the options. Step 3: Outputs the result of content appreciation. 21

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42 4.2.2 FCKeditor JavaScript (WYSIWYG) HTML

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54 Descriptive statistics r=.587p=.000<.001r=.583p=.000<.001r=.527 p=.000< Cronbach Pearson Correlation α 1.602(**) (**) (**) (**) (**) (**) (**) (**) (**) (**) (**) (**) (**) (**) (**) ***p<.001 Cronbach α=

55 4.4.2 Cronbach s α Nunnally(1978) Cronbach s α 0.7 DeVellis2003 α 0.67~ ~ Cronbach s α % % 16 () % % % 2 45

57 4.5.2 A6 C C8 A10 47

58 B B14 48

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60 [1] Dexter, S. L. and Anderson, R. E. Teachers views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education 31:3(1999): [2] Dias, L. B. Integrating technology: some things you should know. Learning & Leading with Technology 27:3(1999): [3] Fox, M.S.and Gruninger, M. Enterprise modeling AI Magazine 193(1998) [4] Morton, C. The modern land of Laputa. Phi Delta Kappan 77:6 (1996): [5] Noy, N. F. and McGuinness, D. L. Ontology development 101: A guide to creating your first ontology (Tech. Rep. KSL-01-05). Stanford University, Knowledge Systems Laboratory. [6] Sprague, D and Dede, C. If I teach this way, am I doing my job? Constructivism in the classroom. Learning & Leading with Technology. 27:1(1999):6-17. [7] < [8] [9] [10] : [11] 89 [12] 93 [13] < >

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63 CKIP 2 A A /**/ Caa Caa /* */ Cab Cab /**/ Cba Cbab /**/ Cbb Cbaa, Cbba, Cbbb, Cbca, Cbcb /**/ Da Daa /**/ Dfa Dfa /**/ Dfb Dfb /**/ Di Di /**/ Dk Dk /**/ D Dab, Dbaa, Dbab, Dbb, Dbc, Dc, Dd, Dg, Dh, Dj /**/ Na Naa, Nab, Nac, Nad, Naea, Naeb /**/ Nb Nba, Nbc /**/ Nc Nca, Ncb, Ncc, Nce /**/ Ncd Ncda, Ncdb /**/ Nd Ndaa, Ndab, Ndc, Ndd /**/ Neu Neu /**/. Nes Nes /**/ Nep Nep /**/ Neqa Neqa /**/ Neqb Neqb /**/ Nf Nfa, Nfb, Nfc, Nfd, Nfe, Nfg, Nfh, Nfi /**/ Ng Ng /**/ Nh Nhaa, Nhab, Nhac, Nhb, Nhc /**/ I I /**/ P P* /**/ T Ta, Tb, Tc, Td /**/ VA VA11,12,13,VA3,VA4 /**/ VAC VA2 /**/ VB VB11,12,VB2 /**/ VC VC2, VC31,32,33 /**/ VCL VC1 /**/ VD VD1, VD2 /**/ VE VE11, VE12, VE2 /**/ 53

64 VF VF1, VF2 /**/ VG VG1, VG2 /**/ VH VH11,12,13,14,15,17,VH21 /**/ VHC VH16, VH22 /*/ VI VI1,2,3 /**/ VJ VJ1,2,3 /**/ VK VK1,2 /**/ VL VL1,2,3,4 /**/ V_2 V_2 /**/ DE SHI FW /*,,, */ /**/ /**/ 54

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附錄 II. 使用者操作效率實驗用目標裁判書裁判字號 89, 易, 345 裁判日期 890515 目標裁判書 A 裁判案由傷害裁判全文臺灣地方法院刑事判決八十九年度易字第號公訴人臺

附錄 II. 使用者操作效率實驗用目標裁判書裁判字號 89, 易, 345 裁判日期 890515 目標裁判書 A 裁判案由傷害裁判全文臺灣地方法院刑事判決八十九年度易字第號公訴人臺簡化標記附錄 I. 中研院帄衡語料庫詞類標記集國立政治 National Chengch 對應的 CKIP 詞類標記 A A /* 非謂形容詞 */ Caa Caa /* 對等連接詞, 如 : 和跟 */ Cab Cab /* 連接詞, 如 : 等等 */ Cba Cbab /* 連接詞, 如 : 的話 */ Cbb