Vygotsky的近側發展區間(Zone of Proximal Development)學習理論認為學習的發展分成兩個層次實際發展層次與潛在發展層次，實際發展層次是指兒童能獨立解決問題的層次，潛在發展層次則是指在成人的指導或與有能力的同儕合作之下能解決問題的層次，近側發展區間即是實際發展層次與潛在發展層次之間的差距。在傳統的教學環境中，老師要掌握所有學生的學習狀況，會花費很多的時間。現在我們建構了一個網路教學平台，讓學生大部份的學習活動都在我們的教學平台，因此老師可以經由網站資料分析掌握每個學生的學習狀態。
本論文目標是在我們的網路教學平台上建構一個具可預測近側發展區間的學生模組之作業分派系統，依據學生的學習狀態，給予近側發展區間的程式作業。具可預測近側發展區間的學生模組之作業分派系統是架構在網路期刊系統之上，主要包含了三個模組：學生模組，題庫系統及預測模組。學生模組主要是在把學生在學習網站上的web log分析出學生的學習狀態。題庫系統主要是要決定我們整個學習課程各期程式作業的題目，盡可能把每次上課的觀念，程式技巧，包含在題庫裡面。預測模組，我們是利用學生的繳交作業，老師對作業的評審結果，學生自評結果訓練出規則來，利用這些規則作出分派給學生近發展區間作業的依據。
我們實驗由52位資工系大一A班學生使用本系統的資料經由統計分析，發現各個程度的學生都可以由本系統學到更多的知識，從學生繳交作業的量從80%提升到95%，從証明學生越來越願意撰寫他們的程式作業，系統分派的作業大都有在學生的近側發展區間，從實驗數據上顯示，學生的投稿量有明顯增加，顯示有提高學生的學習動機，由上下學期小考成績比較也有明顯進步，提高學生的學習成效，經由給學生問卷與訪談之後，大部份的學生比較喜歡依每個人的學習狀態，給予他們適當的題目。

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