摘要
在學校學習階段，許多學生因缺乏老師的一對一指導，遇到問題時無法對題目的要求、計算方式與過程有全面的瞭解。本研究以雙層次測驗，搭配建構式教學法中的鷹架構築法，對於學習的成效進行研究，研究對象為資工系學生，針對演算法課程的「佛洛伊德最短路徑問題」以及「銷售員旅行問題」進行實驗。建構式教學法把計算方式與過程加以細分，構築鷹架式的測驗方式讓學生在練習題目時可以明確的瞭解計算過程，並在計算的每一個階段有明確的引導，當學生在任何一階段發生問題時，老師可以馬上知道並予以指正，進行下一個階段的測驗，達到雙層次測驗的效果，以提高學習效率，而在學習的過程中，學生會發現直覺思考與電腦邏輯思考的差異，提升程式設計能力，最後的實驗成果可以發現，學習成效有明顯的成長。
關鍵詞：雙層次測驗、鷹架、演算法、學習成效Abstract
During their school years, many students lack such one-on-one guidance from teachers that they can't understand the requirements, calculation methods and processes of the questions comprehensively when they encounter problems. Therefore, this study proposes Two-Tier Test-based and Scaffolding Instruction and aims to investigate its effectiveness by experimenting such an instruction in the algorithm of Floyd-Warshall and Travelling Salesman Problem. The subjects were the third graders of computer science and information engineering majors of Southern Taiwan University of Science and Technology. The constructive teaching method subdivides the calculation method and process. The scaffolding test method allows students to clearly understand the calculation process and acquire clear guidance at each stage of the problem solving. Students are able to distinguish the difference between intuitive thinking and computational logic so as to improve their programming ability. In addition, the teacher can quickly evaluate the learning performance of students by these tests and provide individual guidance. After comparing the results with those of the previous years, we can discover the scores in these topics while taught with Two-Tier Test-based and Scaffolding Instruction are higher than those of the previous years. The final experimental results can be found that students’ learning effectiveness has grown significantly.
Keywords: Two-Tier Test-based, Scaffolding Instruction, Algorithm, Learning Effectiveness