教師的經驗知識是教師專業能力的來源，因此有效的專家教師知識管理當有利於教師專業知能的提升。知識擷取為知識管理之首要工作，目前知識擷取多以人工訪談為主，但此方法不但費時而且費力，一個數位化且適性化的知識擷取方法將可提升知識擷取之成效。
本研究研發一適性化知識擷取機制，透過分析受訪者的思考風格選擇最適合受訪者的問題以及提問方式。本研究首先設計一適性化知識擷取模式，在一般對談式知識擷取的流程加入思考風格的判別作為適性化的依據。再根據此模式設計及研發適性化知識擷取機制，個人化訪談模組(Personalized Interview Module)根據受訪專家教師的思考風格進行個人化的結構式訪談，並蒐集與整理專家教師所提出的專業知識。接著知識模型建構模組(Knowledge Model Construction Module)將取得的專業知識建構成以概念地圖(Concept Map)表示的知識模型。最後知識驗證模組(Knowledge Verification Module)判斷是否要對已建立的知識模型做修改或更新，並將最終結果與既有的領域知識本體(Domain Ontology)整合，以利後續的應用。

Teachers’ “experiential knowledge” is a source of teachers’ professionalism. Therefore, an effective management for expert teachers’ knowledge would benefit the teachers to advance their teaching expertise. “Knowledge acquisition” is one of the primary tasks in knowledge management. And personal interview is the commonly used method for knowledge acquisition. Yet this method is not only time consuming, but requiring extensive work input. Providing a digital and adaptive knowledge acquisition method would improve the effectiveness of knowledge acquisition.
This research developed a mechanism for adaptive knowledge acquisition by analyzing the interviewees’ thinking style in order to select the questions and process fit for the interviewees. A model of adaptive knowledge acquisition was designed, in which the thinking style of interviewee’s was determined and used as the basis for adaptive knowledge acquisition. This mechanism of adaptive knowledge acquisition was designed and developed thereupon. A Personalized Interview Module conducts an adaptive structured interview according to expert teachers’ thinking styles, and collects professional knowledge. A knowledge model, which is represented as a Concept Map, was constructed from the collected professional knowledge by a Knowledge Model Construction Module. In the end, the result was judged with the Knowledge Verification Module, which integrated with the pre-existing domain ontology for later practices.

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