傳統中醫四診合參，醫生可獲得對病人初步辨證。中醫診斷與研究相當仰賴教育學習與臨床經驗累積，教學方式多仍依循傳統教法，傳統教學及評量皆為靜態形式，靜態之評量內容一經編排後，不能彈性視學習者的需求，動態變更測驗試題，亦無法即時動態更新教學輔助教材，學習之地點、時間及型態皆受限，教學及評量方式均有改善空間。本論文旨在運用電腦技術，提供中醫教學者及學習者一個數位化多元學習資源及評量平台。
本研究係以中醫望診中舌診為例，針對上述缺失提出以Mashup技術為基礎之中醫舌診動態評量系統(DASTD)，採用動態評量之連續評量模式架構，系統自動依使用者作答情況，提供動態適性評量；以Mashup技術為基礎提供即時性教材，能隨時更新、擴充教材內容，使其達到教學與評量全動態式系統，建立一有效之教學評量架構，提供學習者更具體適當之學習工具。
本研究以34位中醫系在學學生為研究對象，記錄前測成績與後測成績資料，進行學習背景調查，利用統計軟體SPSS分析得出：學生使用DASTD系統學習前後分數有顯著差異、性別與成績進步無顯著差異、學習背景與成績進步無顯著差異和進步分數與學習時間具正相關性等結論。

Traditional Chinese Medicine (TCM) diagnosis is based on four standard approaches, i.e., observation, smelling/listening, inquiry, and palpation. Observation tops the four ways of TCM diagnosis and tongue corresponds to the major subject of focus during observation. Traditional teaching methodology, namely, classroom lecture and textbook with a limited number of illustrations, were usually the major means of acquiring knowledge relevant to tongue diagnosis. The exemplary illustrations were usually captured under poorly controlled lighting environment and printed with low color quality. The teaching material cannot be updated dynamically and the static assessment questions cannot be adjusted to meet the needs of each individual learner. The limitations in terms of learning location, time and type, and teaching and assessment methods leave much to be desired. With the help of computer technology, a diversified digital learning and assessment platform is constructed to lift these aforementioned constraints.
In light of the pitfalls of traditional TCM education and static assessment, this paper focuses on the dynamic assessment system of tongue diagnosis based on Mashup technique (DASTD). The continuum of assessment is dynamically adapted according to specific user’s answering pattern of previous questions. Supplemented by the teaching materials constantly updated through the Mashup technique, the user is provided with pertinent information tailored to his needs. Dynamic assessment, coupled with Mashup-powered digital education, form an efficient framework for the learning of TCM tongue diagnosis.
34 college students, ranging from 1st to 3rd year, in TCM department are tested by the DASTD developed. The efficacy of the DASTD is evaluated based on the pre-test and post-test performance, with interleaving learning sessions targeting on the weakness of the student under test. The result of t-test demonstrates that significant difference is reached between gain scores of pre- and post-tests, and positive correlation between gain scores and length of time spent on learning, while no significant differences between the gender and post-test gain score, and the years of students in school and the progress in gain score.

論文審定書 i
摘要 ii
Abstract iii
目錄 v
圖目錄 vii
表目錄 viii
第一章 簡介 1
1.1 背景及目的 1
1.2 中醫舌診 2
1.3 自動化舌診系統 4
1.4 電腦化線上教學與評量 6
第二章 相關研究 7
2.1 中醫教學 7
2.2 動態評量(dynamic assessment) 9
2.2.1 動態評量理論基礎及意義 9
2.2.2 動態評量常見模式 10
2.2.3 動態評量國內外研究 13
2.3 混搭(Mashup) 16
2.3.1 混搭理論基礎及應用 16
2.3.2 混搭技術 18
2.4 本體論查詢擴展 20
第三章 研究方法 22
3.1研究對象 22
3.2研究方法流程 22
3.3特徵資料庫 24
3.4中醫舌診動態評量測驗流程 25
3.4.1產生試卷 25
3.4.2第一階段：前測 27
3.4.3第二階段：漸進提示訓練 29
3.4.4第三階段：再測驗 30
3.4.5第四階段：非標準化中介訓練 30
3.4.6第五階段：後測與成績計算 32
3.5中醫舌診動態評量中介學習資源 33
3.6 資料處理與分析 35
第四章 實驗結果 36
4.1 敘述性統計 36
4.2 成對樣本T檢定 42
4.3 獨立樣本T檢定 43
4.4 相關性分析 45
第五章 結論與建議 46
5.1研究結論 46
5.2研究建議 47
參考文獻 48

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