「影響學習的最主要因素是學習者已掌握的知識」。用已經存在知識結構概念，將新概念與原有知識結構內的概念產生理解與聯繫，才能夠對新的概念產生意義。觀念地圖就是一種可以顯示知識結構的一種工具。它已被廣泛用於各種應用在教育學習上，可使學生學會學習，促使他們整合新舊知識，建構知識網路，濃縮知識結構，從而使學生從整體上把握知識。但對於學習者而言，可能因為沒有足夠的知識和不熟悉觀念地圖的技巧，因為很難自我建構個人的觀念地圖，反映學習者本身真正的知識結構。為了解決這個問題，我們提出了一個用專家的觀念地圖為基礎，利用專家觀念地圖中相關的觀念結構，出測試試題卷，並制定一套演算法，讓學習者在做完此份試題後，根據學習者的做答結果，自動構建出屬於學習者個人觀念圖。而本研究所提出之構建一個增強個人概念圖，不但可自動根據測試結果，診斷學習障礙，更能提供建議，為學習者的反饋補救學習路徑。

Concept map model has been widely used in e-learning for various applications. However, in the past researches, there are few attentions paid on constructing the personal concept map for diagnosing learner’s learning status. Actually, it is difficult to construct the individual concept maps to reflect the real knowledge structure by learners themselves. To cope with this problem, this study proposes an approach based on Correlative Test-Items Structure to construct the personal concept map automatically. Firstly, according to the standard concept map from expert, questions for examination to test learners’ abilities are formulated. After collecting individual learner’s answers, an algorithm based on association rule is proposed to construct the personal concept map automatically, including the learning degree of each interrelated concept and independent concept. Finally, comparing with the standard concept map of expert, a near-optimal guidance learning path for adaptive leaning is derived.

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