本文選題：教育大數(shù)據(jù) + 教育數(shù)據(jù)制式��； 參考：《湖南師范大學(xué)教育科學(xué)學(xué)報(bào)》2017年05期

【摘要】：教育數(shù)據(jù)是人類主觀建構(gòu)的記載教育系統(tǒng)及其活動(dòng)和活動(dòng)結(jié)果的體系。在大數(shù)據(jù)時(shí)代,教育數(shù)據(jù)既是科學(xué)研究范式又是產(chǎn)品和資源。此研究論述了教育數(shù)據(jù)制式及其結(jié)構(gòu)與內(nèi)容、教育數(shù)據(jù)設(shè)計(jì)及其結(jié)構(gòu)與內(nèi)容,以及作為科學(xué)研究范式的教育大數(shù)據(jù)。教育數(shù)據(jù)制式由數(shù)據(jù)形態(tài)、數(shù)據(jù)限度及數(shù)據(jù)開發(fā)三個(gè)維度的規(guī)定組成。教育數(shù)據(jù)設(shè)計(jì)由分析數(shù)據(jù)需求信息、確定數(shù)據(jù)目標(biāo)體系、設(shè)計(jì)數(shù)據(jù)結(jié)構(gòu)、確定數(shù)據(jù)構(gòu)成要素、確定數(shù)據(jù)采集方式、確定數(shù)據(jù)設(shè)計(jì)結(jié)果等前后相繼的六項(xiàng)工作組成。教育大數(shù)據(jù)作為科學(xué)研究范式,是對(duì)已有教育研究范式的集成或折衷,是一種同時(shí)具有有限客觀性和主觀性的研究范式。它對(duì)教育學(xué)學(xué)術(shù)研究提出的實(shí)質(zhì)性挑戰(zhàn)是,教育學(xué)盡快建立起教育信息學(xué)和計(jì)算教育學(xué)兩個(gè)分支,為促進(jìn)教育實(shí)現(xiàn)從工業(yè)化教育到數(shù)字化教育的轉(zhuǎn)型提供理論指導(dǎo)。
[Abstract]:Educational data is a system of human subjective construction that records the educational system and its activities and results. In the era of big data, educational data is not only the paradigm of scientific research, but also the product and resource. This study discusses the educational data system and its structure and content, the educational data design and its structure and content, and the educational big data as the paradigm of scientific research. Educational data system consists of three dimensions: data form, data limit and data development. The design of educational data consists of analyzing the information of data demand, determining the data target system, designing the data structure, determining the elements of data composition, determining the way of data collection, and determining the result of data design. As a scientific research paradigm, educational big data is the integration or compromise of the existing educational research paradigm, and it is a kind of research paradigm with limited objectivity and subjectivity at the same time. Its substantive challenge to the academic research of pedagogy is that pedagogy should establish two branches of educational informatics and computational pedagogy as soon as possible to provide theoretical guidance for promoting the transition of education from industrialized education to digital education.
【作者單位】： 華東師范大學(xué)教育學(xué)部;
【分類號(hào)】：G434

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本文編號(hào)：1990346