發(fā)布時間：2018-04-06 05:13

  本文選題：網(wǎng)絡教學平臺　切入點：機械原理　出處：《哈爾濱工業(yè)大學》2017年碩士論文

【摘要】：互聯(lián)網(wǎng)的高速發(fā)展為教育行業(yè)帶來了巨大的革新,大規(guī)模開放性網(wǎng)絡課程(MOOCs)作為近年新興的網(wǎng)絡教學模式受到了高等教育領域的廣泛關(guān)注。MOOCs依托互聯(lián)網(wǎng)為平臺,具有教學資源豐富、授課方式靈活多樣、課程參與門檻低等特點,為知識的更廣泛傳播、促進教育資源公平化以及提升教學質(zhì)量和教學效率提供了新的可能性。首先,本文通過對MOOCs教學模式的分析,總結(jié)出現(xiàn)階段機械原理教學與MOOCs結(jié)合的教學方法�；诂F(xiàn)有教學資料,依據(jù)對MOOCs教學方式、方法、特點的研究,構(gòu)建基于MOOCs教學的機械原理知識架構(gòu),制作投放于網(wǎng)絡教學平臺的機械結(jié)構(gòu)動態(tài)演示模型,形成面向教學的網(wǎng)絡平臺機械原理課程。其次,運用層次分析法建立用于評價網(wǎng)絡教學平臺機械原理課程的用戶體驗評價體系。依據(jù)文獻分析和專家意見提取用于評價我校網(wǎng)絡教學平臺用戶體驗的評價指標,通過專家打分法對評價體系內(nèi)的指標合理性以及重要程度進行了確定和劃分,建立起了客觀的評價體系。其中包含定性指標和定量指標在內(nèi)的三個一級指標:平臺設計合理性、平臺操作可用性以及平臺教學滿意度及下設的11個二級指標組成。再次,設計實施績效度量和等級評價實驗,征集人員試用平臺并進行問卷打分,得到對于平臺用戶體驗的主客觀評價數(shù)據(jù),通過統(tǒng)計學方法進行處理,得到用戶對于被要求評價的各項用戶體驗指標的評價結(jié)果。最后,基于實驗采集的用戶評價數(shù)據(jù),對各個指標的隸屬度進行劃分和計算,搭建起模糊綜合評價模型對網(wǎng)絡教學平臺機械原理課程用戶體驗進行評價。輸出用戶的綜合打分并與李克特量表打分結(jié)果進行比較,二者結(jié)果顯示出較好的一致性,證明了模型輸出結(jié)果的合理性。
[Abstract]:The rapid development of the Internet has brought great revolution to the education industry, massive open online courses (MOOCs) in recent years as a new network teaching mode has been widely concerned in the field of higher education.MOOCs relying on the Internet as a platform, with rich teaching resources, flexible teaching methods, curriculum in the low threshold for wider dissemination of knowledge to promote the education resource fair, and improve the quality and efficiency of teaching provides new possibilities. First of all, based on the analysis of the MOOCs teaching mode, teaching method of stage mechanical principle teaching combined with MOOCs teaching materials based on the existing summary. There, according to the method of MOOCs teaching mode, the characteristics of construction, mechanical principle the knowledge structure of MOOCs teaching based on the mechanical structure dynamic demonstration model making on the network teaching platform, the formation of surface to network teaching Platform of mechanical principle course. Secondly, AHP is used to evaluate the network teaching platform of the mechanical principle course user experience evaluation system. Based on the literature analysis and expert opinion extraction for evaluation indexes to users of our school network teaching platform experience, through the expert scoring method of evaluation system index of rationality and importance are identified and division, establish an objective evaluation system. Which includes qualitative and quantitative indicators, three indicators: platform design rationality, platform availability and operation platform of teaching satisfaction and under the 11 level two indexes. Thirdly, the design and implementation of performance measurement and evaluation experiment, trial platform and collection staff the questionnaire scoring, evaluation data obtained for the platform and user experience, processed by the statistical method, to get users to The users were asked to evaluate the experience of index evaluation results. Finally, the user evaluation of experimental data based on the membership degree of each index was divided and calculated, set up fuzzy comprehensive evaluation model to evaluate the network teaching platform of the mechanical principle course of user experience. A comprehensive scoring output of users and Likert were comparison of scoring results, the two results show good consistency, proved the rationality of model outputs.

【學位授予單位】：哈爾濱工業(yè)大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：TH111-4;G434

【相似文獻】

相關(guān)重要報紙文章 前3條

1 華東師范大學教育科學學院教授 任友群;教師培訓如何與MOOCs牽手[N];中國教育報;2013年

2 本報記者 張春銘 汪瑞林;MOOCs來了，，中國教育怎么辦[N];中國教育報;2013年

3 本報記者 汪瑞林 張春銘;MOOCs的挑戰(zhàn)與大學的未來[N];中國教育報;2013年

相關(guān)碩士學位論文 前7條

1 楊東;MOOCs本土化實踐中學習支持服務現(xiàn)狀與對策研究[D];西南大學;2015年

2 袁晶;MOOCs背景下教師教育權(quán)力行使方式的變革研究[D];西南大學;2016年

3 楊樸;MOOCs著作權(quán)屬性研究[D];西南交通大學;2016年

4 楊青;基于MOOCs的高職翻轉(zhuǎn)課堂教學模式設計與應用研究[D];西南大學;2016年

5 陳方華;MOOCs論壇中知識建構(gòu)過程研究[D];東北師范大學;2016年

6 王雪;美國高校MOOCs教學模式研究[D];廣西師范大學;2017年

7 花燕鋒;MOOCs環(huán)境下個性化學習的設計研究[D];吉林大學;2015年

本文編號：1718112