本文選題：知識元 + 網(wǎng)絡(luò)學(xué)習(xí)資源��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：在教育大數(shù)據(jù)時代背景下,我國的教育信息化在深化進(jìn)程中搭建了良好的支撐平臺和基礎(chǔ)建設(shè),為基于互聯(lián)網(wǎng)的各類新型教育模式的萌發(fā)和快速發(fā)展提供了合適的土壤。網(wǎng)絡(luò)學(xué)習(xí)資源快速的在互聯(lián)網(wǎng)上積累和傳播,具有信息量大、形式多樣、更新快速等優(yōu)點(diǎn),但同時也存在學(xué)習(xí)資源過泛、組織混亂、聚合性不足等問題。本文提出了構(gòu)建基于知識元的網(wǎng)絡(luò)學(xué)習(xí)資源聚合模型,并將該模型應(yīng)用于在線學(xué)習(xí)平臺中,設(shè)計(jì)相應(yīng)的知識地圖系統(tǒng)快速精準(zhǔn)的將學(xué)習(xí)資源立體化、精細(xì)化、可視化的呈現(xiàn)在學(xué)習(xí)者面前,避免學(xué)習(xí)者因?qū)W習(xí)資源的分布散亂而承擔(dān)額外的認(rèn)知負(fù)荷。本文的主要內(nèi)容如下:第一,針對網(wǎng)絡(luò)學(xué)習(xí)資源聚合和知識元的研究現(xiàn)狀作了分析,找出了本文研究的突破點(diǎn),即基于知識元進(jìn)行網(wǎng)絡(luò)學(xué)習(xí)資源的聚合�；诖�,對知識元在網(wǎng)絡(luò)學(xué)習(xí)資源聚合中的應(yīng)用案例進(jìn)行了研究,找出在資源聚合中引入知識元概念的理論依據(jù)。第二,通過對現(xiàn)有的網(wǎng)絡(luò)資源描述標(biāo)準(zhǔn)進(jìn)行分析,構(gòu)建了基于知識元的網(wǎng)絡(luò)學(xué)習(xí)資源表征模型。在資源模型中,網(wǎng)絡(luò)學(xué)習(xí)資源擁有名稱、格式、來源、關(guān)鍵詞和關(guān)聯(lián)知識元五種屬性,并通過RDF/XML語法描述了資源實(shí)例。第三,基于網(wǎng)絡(luò)學(xué)習(xí)資源表征模型采用知識元庫的三層構(gòu)建法提出了多維度、精細(xì)化、立體化的網(wǎng)絡(luò)學(xué)習(xí)資源聚合模型。在聚合模型中,網(wǎng)絡(luò)學(xué)習(xí)資源通過知識元之間的關(guān)聯(lián)關(guān)系形成一個有機(jī)整體,打破了學(xué)科知識內(nèi)容之間的界限,促進(jìn)了知識的發(fā)現(xiàn)與創(chuàng)新。第四,將網(wǎng)絡(luò)學(xué)習(xí)資源聚合模型應(yīng)用于在線學(xué)習(xí)平臺的知識地圖系統(tǒng)設(shè)計(jì)中。指出該系統(tǒng)在知識可視化、知識檢索、知識推薦方面的應(yīng)用特征。本文通過構(gòu)建基于知識元的網(wǎng)絡(luò)學(xué)習(xí)資源聚合模型,試圖為網(wǎng)絡(luò)學(xué)習(xí)資源的描述和聚合提供理論上的指導(dǎo)。將網(wǎng)絡(luò)學(xué)習(xí)資源聚合模型應(yīng)用到在線學(xué)習(xí)平臺,使用知識地圖來組織呈現(xiàn)網(wǎng)絡(luò)課程的知識內(nèi)容,為泛在信息環(huán)境中的學(xué)習(xí)者提供高效的知識導(dǎo)航與檢索服務(wù),更好的支持了學(xué)習(xí)者的個性化學(xué)習(xí)、終身學(xué)習(xí)事業(yè),同時對知識地圖的設(shè)計(jì)也具有一定借鑒價值。
[Abstract]:Under the background of educational big data era, China's educational informatization has built a good supporting platform and infrastructure in the process of deepening, which provides a suitable soil for the germination and rapid development of various new types of educational models based on the Internet. E-learning resources accumulate and spread rapidly on the Internet, which has the advantages of large amount of information, diverse forms and rapid renewal. However, there are also some problems such as over-extensive learning resources, chaotic organization, insufficient aggregation and so on. In this paper, a model of learning resource aggregation based on knowledge element is proposed, and the model is applied to the online learning platform. The corresponding knowledge map system is designed to quickly and accurately make learning resources three-dimensional and refined. Visual presentation in front of learners to avoid the learners because of the distribution of learning resources to bear additional cognitive burden. The main contents of this paper are as follows: firstly, this paper analyzes the current situation of network learning resource aggregation and knowledge element research, and finds out the breakthrough point of this paper, that is, network learning resource aggregation based on knowledge element. Based on this, this paper studies the application of knowledge element in network learning resource aggregation, and finds out the theoretical basis for introducing the concept of knowledge element in resource aggregation. Secondly, the representation model of network learning resources based on knowledge element is constructed by analyzing the existing standards of network resource description. In the resource model, the network learning resource has five attributes: name, format, source, keyword and associated knowledge element, and describes the resource instance through RDF / XML syntax. Thirdly, based on the representation model of web-based learning resources, a multi-dimensional, refined and three-dimensional network learning resource aggregation model is proposed by using the three-layer construction method of knowledge element library. In the aggregation model, the network learning resources form an organic whole through the relationship between knowledge elements, break the boundary between the knowledge content of the subject, and promote the discovery and innovation of knowledge. Fourthly, the network learning resource aggregation model is applied to the design of the knowledge map system of the online learning platform. The application features of the system in knowledge visualization, knowledge retrieval and knowledge recommendation are pointed out. This paper attempts to provide theoretical guidance for the description and aggregation of web-based learning resources by constructing a network learning resource aggregation model based on knowledge element. The network learning resource aggregation model is applied to the online learning platform, and the knowledge map is used to organize and present the knowledge content of the network course, which provides efficient knowledge navigation and retrieval services for the learners in the information environment. It supports learners' individualized learning and lifelong learning, and also has some reference value to the design of knowledge map.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434

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