本文選題：SPOC　切入點(diǎn)：學(xué)習(xí)行為分析　出處：《西南科技大學(xué)》2017年碩士論文

【摘要】：SPOC即Small Private Online Course(小規(guī)模限制性在線課程),是一種線上學(xué)習(xí)與線下輔導(dǎo)相結(jié)合的新型學(xué)習(xí)方式,可有效促進(jìn)在線教育與傳統(tǒng)課堂教學(xué)的深度融合,是一種“后MOOC時(shí)代”的典型教學(xué)范式。本課題針對(duì)SPOC教學(xué)設(shè)計(jì)的不足,基于數(shù)據(jù)挖掘技術(shù)分析學(xué)習(xí)者的學(xué)習(xí)行為數(shù)據(jù),挖掘?qū)W習(xí)者的學(xué)習(xí)需求、學(xué)習(xí)規(guī)律和學(xué)習(xí)偏好,探索SPOC教學(xué)模式下學(xué)習(xí)者的學(xué)習(xí)特征,為設(shè)計(jì)出更符合學(xué)習(xí)者學(xué)習(xí)習(xí)慣和需求的教學(xué)資源和教學(xué)活動(dòng)提供參考。首先,本課題從人本主義“以學(xué)習(xí)者為中心”的角度出發(fā),通過(guò)分析學(xué)習(xí)者對(duì)在線課程的學(xué)習(xí)體驗(yàn)評(píng)價(jià)數(shù)據(jù),歸納出學(xué)習(xí)者反饋熱度最高的五項(xiàng)需求,即趣味性、實(shí)用性、易理解性、反饋性、知識(shí)組織合理性。并使用隨機(jī)森林方法定量分析各需求項(xiàng)的屬性重要度,確定出依次為趣味性、實(shí)用性、反饋性、易理解性、知識(shí)組織合理性的學(xué)習(xí)者在線學(xué)習(xí)需求強(qiáng)度。然后,本課題基于學(xué)習(xí)系統(tǒng)數(shù)據(jù)庫(kù)記錄統(tǒng)計(jì)分析了學(xué)習(xí)者的學(xué)習(xí)時(shí)間規(guī)律,結(jié)果顯示寒暑假是學(xué)生網(wǎng)絡(luò)學(xué)習(xí)的高發(fā)期,單日的學(xué)習(xí)時(shí)間也集中于上午十點(diǎn)鐘、下午五點(diǎn)鐘,單次學(xué)習(xí)時(shí)長(zhǎng)則主要表現(xiàn)為兩類(lèi),即五分鐘左右的碎片化學(xué)習(xí)、四十分鐘左右的傳統(tǒng)課堂學(xué)習(xí)模式。最后,本課題為SPOC教學(xué)設(shè)計(jì)提出了發(fā)展建議,強(qiáng)調(diào)SPOC教學(xué)設(shè)計(jì)要充分考慮學(xué)習(xí)者的特征。本課題提出SPOC教學(xué)設(shè)計(jì)可依據(jù)學(xué)習(xí)者的學(xué)習(xí)需求強(qiáng)度,有的放矢地設(shè)計(jì)教學(xué)內(nèi)容、教學(xué)方式和教學(xué)評(píng)價(jià)等環(huán)節(jié),使教學(xué)方案更有效地滿足學(xué)習(xí)者需求,提高SPOC教學(xué)的適切性,改善學(xué)習(xí)體驗(yàn);在教學(xué)活動(dòng)安排、個(gè)性化資源設(shè)計(jì)方面也要根據(jù)學(xué)習(xí)時(shí)間規(guī)律進(jìn)行優(yōu)化,提高教學(xué)效率。此外,教學(xué)管理也要關(guān)注學(xué)生的異常學(xué)習(xí)行為表現(xiàn),并及時(shí)給予相應(yīng)的教學(xué)支持。為促進(jìn)SPOC教學(xué)的發(fā)展,本課題將以上學(xué)習(xí)分析結(jié)果及建議應(yīng)用于SPOC教學(xué)實(shí)踐,設(shè)計(jì)和實(shí)現(xiàn)“大學(xué)選修課個(gè)性化網(wǎng)絡(luò)學(xué)習(xí)系統(tǒng)”,基于該系統(tǒng)提高SPOC教學(xué)效果和學(xué)習(xí)者體驗(yàn),為國(guó)內(nèi)中、高等學(xué)校開(kāi)展SPOC教學(xué)建設(shè)和管理提供借鑒。
[Abstract]:SPOC (Small Private Online course) is a new learning method combining online learning and offline tutoring, which can effectively promote the deep integration of online education and traditional classroom teaching. It is a typical teaching paradigm of "post-#en0# era". Aiming at the deficiency of SPOC teaching design, this paper analyzes learners' learning behavior data based on data mining technology, mining learners' learning needs, learning rules and learning preferences. This paper explores the learning characteristics of learners in SPOC teaching mode, and provides a reference for designing teaching resources and teaching activities that are more suitable for learners' learning habits and needs. Firstly, this topic starts from the perspective of humanism "learner-centered". By analyzing the evaluation data of learners' learning experience of online courses, the paper concludes five requirements of learners' feedback heat, that is, interest, practicability, comprehensibility, feedback, etc. The rationality of knowledge organization. Using the stochastic forest method to analyze the attribute importance of each demand item, the order is interest, practicability, feedback, comprehensibility. Then, based on the database records of the learning system, this paper analyzes the learning time rule of the learners, and the results show that the winter and summer vacation is the high incidence period of the students' online learning. The single-day study time is also concentrated at 10:00 in the morning and 05:00 in the afternoon. The duration of a single study is mainly divided into two categories, namely, about five minutes of fragmented learning, and about 40 minutes of traditional classroom learning mode. Finally, This paper puts forward some suggestions for the development of SPOC teaching design, emphasizes that the characteristics of learners should be fully taken into account in SPOC teaching design, and points out that SPOC teaching design can design teaching contents according to the intensity of learners' learning needs. Teaching methods and teaching evaluation make the teaching plan more effective to meet the needs of learners, improve the relevance of SPOC teaching, improve learning experience. In order to promote the development of SPOC teaching, the design of individualized resources should be optimized according to the rules of learning time to improve the teaching efficiency. In addition, the teaching management should pay attention to the abnormal learning behavior of students and give corresponding teaching support in time, so as to promote the development of SPOC teaching. This topic applies the above learning analysis results and suggestions to the SPOC teaching practice, designs and implements the "College elective course Personalized Network Learning system", based on this system to improve the SPOC teaching effect and learner experience, for the domestic, Colleges and universities to carry out SPOC teaching construction and management to provide reference.
【學(xué)位授予單位】：西南科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G434

【相似文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 楊秀英;基于SPOC的初中英語(yǔ)教學(xué)研究與實(shí)踐[D];杭州師范大學(xué);2016年

2 牛淑麗;基于網(wǎng)易云課堂的SPOC翻轉(zhuǎn)教學(xué)模式設(shè)計(jì)研究[D];河北師范大學(xué);2017年

3 和珍珍;基于學(xué)習(xí)行為分析的SPOC教學(xué)設(shè)計(jì)[D];西南科技大學(xué);2017年

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本文編號(hào)：1671089