發(fā)布時間：2018-03-01 21:35

  本文關(guān)鍵詞： 學(xué)習(xí)分析 干預(yù)機(jī)制 干預(yù)模型 課堂應(yīng)用分析　出處：《江蘇師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：智慧教育時代,科技飛速發(fā)展,技術(shù)在教育中應(yīng)用使得當(dāng)前的教學(xué)能夠變革傳統(tǒng)方式,探索新的途徑促進(jìn)教育發(fā)展。教育對學(xué)習(xí)者極大的關(guān)注使教師不能再以傳統(tǒng)的角度來分析學(xué)習(xí)者、判斷學(xué)習(xí)者,教師需要基于數(shù)據(jù)事實(shí)的基礎(chǔ)上發(fā)現(xiàn)學(xué)習(xí)者存在問題、判斷和預(yù)測學(xué)習(xí)者發(fā)展趨勢,從而為學(xué)習(xí)者提供幫助。學(xué)習(xí)分析正是基于數(shù)據(jù)的,而不是基于教師主觀經(jīng)驗(yàn)的一種新的理念與技術(shù)。學(xué)習(xí)分析通過數(shù)據(jù)的收集、處理與分析,能夠預(yù)測學(xué)習(xí)者發(fā)展趨勢,判斷學(xué)習(xí)者是否有不及格的風(fēng)險,并為學(xué)習(xí)者提供幫助,保證了教學(xué)質(zhì)量,符合某些學(xué)習(xí)者的個性化需求。研究通過文獻(xiàn)分析、調(diào)查研究、基于設(shè)計(jì)的研究和課堂觀察等研究方法,確定從學(xué)習(xí)分析模型建構(gòu)到學(xué)習(xí)分析維度確定,再到基于學(xué)習(xí)分析的干預(yù)機(jī)制的探討,最后再進(jìn)行干預(yù)機(jī)制的應(yīng)用和效果評價的研究思路。以學(xué)習(xí)分析為依托,創(chuàng)新的設(shè)計(jì)了基于學(xué)習(xí)分析的干預(yù)機(jī)制,進(jìn)一步深入發(fā)展了學(xué)習(xí)分析在教育中的應(yīng)用。首先,研究對國內(nèi)外學(xué)習(xí)分析的研究現(xiàn)狀進(jìn)行綜述,發(fā)現(xiàn)學(xué)習(xí)分析的研究比較注重模型框架設(shè)計(jì),研究的對象也主要是成人學(xué)習(xí)者,研究所依托的環(huán)境也主要是網(wǎng)絡(luò)平臺,而且研究比較注重?cái)?shù)據(jù)收集、分析環(huán)節(jié),對學(xué)習(xí)分析的應(yīng)用很少提及,對于學(xué)習(xí)者存在問題的后期干預(yù)不太關(guān)注,所以研究利用基于學(xué)習(xí)分析的干預(yù)機(jī)制,設(shè)計(jì)和開展干預(yù)活動,以提高學(xué)生學(xué)習(xí)質(zhì)量,解決學(xué)生實(shí)際需求。其次,提取多種學(xué)習(xí)分析模型要素,設(shè)計(jì)適合研究的學(xué)習(xí)分析模型,明確學(xué)習(xí)分析需要經(jīng)過數(shù)據(jù)收集、分析、可視化、預(yù)測、評估和干預(yù)的循環(huán)過程。在該模型的指導(dǎo)下確定研究的數(shù)據(jù)收集、數(shù)據(jù)分析、干預(yù)設(shè)計(jì)、干預(yù)實(shí)施、干預(yù)評價五個方面。研究通過靜態(tài)信息和動態(tài)信息的獲取,對學(xué)習(xí)者背景信息、學(xué)習(xí)習(xí)慣、元勝任力、創(chuàng)新能力和學(xué)習(xí)成績等分析,發(fā)現(xiàn)學(xué)習(xí)者存在的問題。接著設(shè)計(jì)基于學(xué)習(xí)分析的干預(yù)機(jī)制,這是研究的重點(diǎn),從干預(yù)分類、干預(yù)模型、干預(yù)方式和干預(yù)流程來分析干預(yù)機(jī)制,并且將設(shè)計(jì)好的干預(yù)機(jī)制應(yīng)用到實(shí)際的學(xué)習(xí)環(huán)境中。根據(jù)現(xiàn)有研究構(gòu)建了由整合、對話、代理、參考框架、分層五大原則和落實(shí)基礎(chǔ)、目標(biāo)設(shè)定、適應(yīng)課程、課程學(xué)習(xí)、習(xí)慣養(yǎng)成、能力提升、目標(biāo)調(diào)整和反思八個過程形成的基于學(xué)習(xí)分析的干預(yù)模型。根據(jù)干預(yù)設(shè)計(jì),從預(yù)防干預(yù)、學(xué)習(xí)過程干預(yù)、習(xí)慣養(yǎng)成干預(yù)、元勝任力干預(yù)、創(chuàng)新能力干預(yù)流程干預(yù)學(xué)習(xí)者,通過不斷迭代的分析與修正,完善干預(yù)機(jī)制,促進(jìn)學(xué)習(xí)者發(fā)展。最后,根據(jù)對學(xué)習(xí)者的調(diào)查,對調(diào)查內(nèi)容分析,發(fā)現(xiàn)學(xué)習(xí)者在知識獲取、創(chuàng)新能力、能力提升、個人感受、自我反思等方面得到發(fā)展,結(jié)合課堂觀察中學(xué)習(xí)者的變化,可以看出基于學(xué)習(xí)分析的干預(yù)機(jī)制確實(shí)能夠?qū)W(xué)習(xí)者給予指導(dǎo)與幫助,干預(yù)有起到了效果。
[Abstract]:In the age of wisdom education, with the rapid development of science and technology, the application of technology in education has enabled the current teaching to change the traditional way. Exploring new ways to promote the development of education. Education pays great attention to learners so that teachers can no longer analyze learners from a traditional perspective, judge learners, and teachers need to find problems with learners on the basis of data facts. Learning analysis is a new concept and technology based on data rather than teachers' subjective experience. Learning analysis is based on data collection, processing and analysis. It can predict the development trend of learners, judge whether learners have the risk of failing, and provide help for learners, which can ensure the quality of teaching and meet the individual needs of some learners. Based on the research methods of design and classroom observation, from the construction of learning analysis model to the determination of learning analysis dimension, and then to the discussion of intervention mechanism based on learning analysis, Finally, the application of intervention mechanism and the research ideas of effect evaluation are carried out. Based on learning analysis, the intervention mechanism based on learning analysis is designed innovatively, and the application of learning analysis in education is further developed. The research summarizes the current research situation of learning analysis at home and abroad, and finds that the study of learning analysis pays more attention to the design of model framework, the object of study is mainly adult learners, and the research environment is mainly network platform. Moreover, the research pays more attention to data collection and analysis, rarely mentions the application of learning analysis, and does not pay much attention to the late intervention of learners' problems, so the research uses the intervention mechanism based on learning analysis. Design and carry out intervention activities to improve students' learning quality and solve students' actual needs. Secondly, extract elements of various learning analysis models, design suitable learning analysis models, and make it clear that learning analysis requires data collection and analysis. Under the guidance of this model, five aspects of data collection, data analysis, intervention design, intervention implementation, intervention evaluation are determined. By analyzing learners' background information, learning habits, meta competence, innovation ability and learning achievement, we find out the problems of learners. Then we design the intervention mechanism based on learning analysis, which is the focus of the research. The intervention model, the intervention method and the intervention process are used to analyze the intervention mechanism, and the designed intervention mechanism is applied to the actual learning environment. The intervention model based on learning analysis is formed by five principles of stratification and implementation, goal setting, adaptive curriculum, curriculum learning, habit formation, ability improvement, goal adjustment and reflection. Learning process intervention, habit formation intervention, meta-competence intervention, innovation ability intervention process intervention to learners, through iterative analysis and revision, improve the intervention mechanism to promote the development of learners. Finally, according to the survey of learners, By analyzing the contents of the survey, we find that learners have developed in the aspects of knowledge acquisition, innovation ability, ability improvement, personal feeling, self-reflection and so on, and combined with the changes of learners in classroom observation. It can be seen that the intervention mechanism based on learning analysis can give guidance and help to learners.
【學(xué)位授予單位】：江蘇師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G642.4
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本文編號：1553668