【摘要】：隨著我國(guó)教育信息化的推進(jìn),數(shù)字化課堂教學(xué)得到實(shí)踐,但由于信息技術(shù)與常規(guī)教學(xué)的整合力度較小,數(shù)字化課堂所具備的技術(shù)工具未得到有效設(shè)計(jì),因此本應(yīng)為課堂現(xiàn)狀帶來(lái)顯著改變的技術(shù)還未能激發(fā)課堂的巨大潛能。課堂互動(dòng)作為教學(xué)活動(dòng)的活躍組成因素,直接影響著教學(xué)效果與質(zhì)量,數(shù)字化課堂互動(dòng)的優(yōu)化對(duì)數(shù)字化課堂的建設(shè)有著重要意義。因此,本研究將從學(xué)習(xí)分析視角切入數(shù)字化課堂互動(dòng)的優(yōu)化,探索如何應(yīng)用技術(shù)對(duì)數(shù)字化課堂互動(dòng)行為數(shù)據(jù)進(jìn)行收集、處理、分析,以實(shí)時(shí)預(yù)估學(xué)習(xí)者未來(lái)的狀態(tài)和行為,為教師把握課堂互動(dòng)開(kāi)展的精準(zhǔn)時(shí)機(jī)和精準(zhǔn)對(duì)象提供有效數(shù)據(jù)支撐,從而采取有效教學(xué)干預(yù)與策略調(diào)整。一方面為提高課堂互動(dòng)有效性提供新的技術(shù)方法與路徑,另一方面以期加強(qiáng)信息技術(shù)與課堂教學(xué)的深度融合,助力于數(shù)字化課堂的建設(shè)。本研究對(duì)課堂互動(dòng)行為分析體系進(jìn)行梳理,設(shè)計(jì)數(shù)字化課堂互動(dòng)實(shí)錄視頻編碼表及調(diào)查問(wèn)卷,從實(shí)證與文獻(xiàn)相結(jié)合的角度,了解當(dāng)前數(shù)字化課堂互動(dòng)現(xiàn)狀并根據(jù)其存在的問(wèn)題歸納出數(shù)字化課堂互動(dòng)優(yōu)化框架的設(shè)計(jì)思想。本研究基于已有的學(xué)習(xí)分析模型,在課堂教學(xué)行為、學(xué)習(xí)設(shè)計(jì)以及精準(zhǔn)教學(xué)三大教育指導(dǎo)理論與相關(guān)技術(shù)理論支持下,提出基于學(xué)習(xí)分析的數(shù)字化課堂互動(dòng)優(yōu)化框架。該框架包含數(shù)字化課堂互動(dòng)數(shù)據(jù)的收集、處理、分析及應(yīng)用流程,共分為數(shù)據(jù)收集層、行為分析層以及教學(xué)應(yīng)用層三個(gè)層級(jí)。再?gòu)慕鉀Q實(shí)際教學(xué)問(wèn)題出發(fā),應(yīng)用該框架設(shè)計(jì)"問(wèn)題學(xué)生預(yù)警"與"自適應(yīng)資源推送"兩個(gè)案例,并進(jìn)行對(duì)應(yīng)功能的交互原型開(kāi)發(fā)。最終通過(guò)專家訪談與數(shù)字化課堂教師問(wèn)卷調(diào)查兩種形式對(duì)兩個(gè)案例進(jìn)行有效性評(píng)估,評(píng)估結(jié)果顯示案例的功能設(shè)計(jì)均契合實(shí)際需求,具備可行性,且對(duì)當(dāng)前數(shù)字化課堂互動(dòng)有優(yōu)化作用�；趯W(xué)習(xí)分析的數(shù)字化課堂互動(dòng)優(yōu)化框架作為一項(xiàng)通用框架,旨在為數(shù)字化課堂互動(dòng)提供優(yōu)化方案的設(shè)計(jì)與實(shí)施思路,具有較好的研究?jī)r(jià)值與實(shí)用意義。
[Abstract]:With the development of educational informatization in our country, digital classroom teaching has been put into practice. However, due to the small integration of information technology and conventional teaching, the technical tools of digital classroom have not been effectively designed. Thus, technologies that should have brought about a significant change in classroom status have not yet unleashed the enormous potential of the classroom. Classroom interaction, as an active component of teaching activities, directly affects the teaching effect and quality. The optimization of digital classroom interaction is of great significance to the construction of digital classroom. Therefore, from the perspective of learning analysis, this study will explore how to use the technology to collect, process and analyze the data of digital classroom interaction behavior, so as to predict learners' future state and behavior in real time. It provides effective data support for teachers to grasp the precise timing and precision objects of classroom interaction, and then take effective teaching intervention and strategy adjustment. On the one hand, it provides a new technical method and path to improve the effectiveness of classroom interaction, on the other hand, it aims to strengthen the deep integration of information technology and classroom teaching, and to help the construction of digital classroom. This study combs the classroom interaction behavior analysis system, designs the digital classroom interactive video coding table and questionnaire, from the perspective of empirical and literature combination, To understand the current situation of digital classroom interaction and summarize the design idea of digital classroom interaction optimization framework according to its existing problems. This study is based on the existing learning analysis model, supported by three educational guidance theories, including classroom teaching behavior, learning design and precision teaching, and puts forward a digital classroom interaction optimization framework based on learning analysis. The framework includes the collection, processing, analysis and application of digital classroom interactive data, which is divided into three levels: data collection layer, behavior analysis layer and teaching application layer. In order to solve practical teaching problems, this paper designs two cases of "problem student early warning" and "adaptive resource push" by using this framework, and develops the interactive prototype of corresponding function. Finally, through expert interview and digital classroom teacher questionnaire, the effectiveness of the two cases is evaluated. The results show that the functional design of the case meets the actual needs and is feasible. And to the current digital classroom interaction has the optimization function. As a general framework, the framework of digital classroom interaction optimization based on learning analysis is designed to provide the design and implementation of optimization scheme for digital classroom interaction, which has good research value and practical significance.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 任友群;鄭旭東;吳e，

本文編號(hào)：2265612