本文選題：適應(yīng)性學(xué)習(xí) + 適應(yīng)性學(xué)習(xí)系統(tǒng)　； 參考：《東北師范大學(xué)》2010年碩士論文

【摘要】： 近年來(lái),隨著以計(jì)算機(jī)和網(wǎng)絡(luò)為代表的現(xiàn)代信息技術(shù)以及社會(huì)科學(xué)的飛速發(fā)展,遠(yuǎn)程教育呈現(xiàn)出著重學(xué)習(xí)、快速的反饋、技術(shù)融合、個(gè)別化學(xué)習(xí)、開(kāi)放的終身教育這樣的發(fā)展趨勢(shì),同時(shí)以計(jì)算機(jī)、遠(yuǎn)程通信及認(rèn)知科學(xué)相結(jié)合的“知識(shí)媒體”在遠(yuǎn)程教育系統(tǒng)中也得到了綜合運(yùn)用。這種發(fā)展趨勢(shì)促使了遠(yuǎn)程教育系統(tǒng)要轉(zhuǎn)變?yōu)樵诮虒W(xué)目標(biāo)的指導(dǎo)下適應(yīng)學(xué)生學(xué)習(xí)需求,所以適應(yīng)性學(xué)習(xí)系統(tǒng)引起了相關(guān)領(lǐng)域的研究者的格外關(guān)注。 適應(yīng)性學(xué)習(xí)系統(tǒng)是適應(yīng)性技術(shù)運(yùn)用在E-Learning中的一種形式,目的是提供個(gè)性化的請(qǐng)求和服務(wù),使得傳統(tǒng)的網(wǎng)絡(luò)教學(xué)系統(tǒng)可以更有利于個(gè)體學(xué)習(xí)者。適應(yīng)性學(xué)習(xí)系統(tǒng)是針對(duì)個(gè)體學(xué)習(xí)過(guò)程中的差異而提供適合個(gè)體特征的學(xué)習(xí)支持系統(tǒng)。它能夠針對(duì)不同學(xué)習(xí)者的個(gè)別化需求進(jìn)行某種程度或某些方面調(diào)整,從而體現(xiàn)對(duì)學(xué)習(xí)者的適應(yīng)性。目前從學(xué)習(xí)系統(tǒng)的適應(yīng)性研究進(jìn)展我們認(rèn)為,以“適應(yīng)”的角度對(duì)學(xué)習(xí)者的學(xué)習(xí)支援主要在如下四方面:學(xué)習(xí)診斷、學(xué)習(xí)內(nèi)容的動(dòng)態(tài)組織、學(xué)習(xí)內(nèi)容的呈現(xiàn)、學(xué)習(xí)方式的自主選擇。這些支援不僅要考慮研究各種模型及其技術(shù)方面的設(shè)計(jì)與實(shí)現(xiàn),也必須從學(xué)習(xí)者的角度,研究尊重個(gè)別差異,符合學(xué)習(xí)適應(yīng)心理的“學(xué)習(xí)者適應(yīng)系統(tǒng)”的援助策略與方法。 本研究首先運(yùn)用文獻(xiàn)閱讀法和內(nèi)容分析法對(duì)已有研究關(guān)于適應(yīng)性學(xué)習(xí)的定義進(jìn)行分類說(shuō)明,同時(shí)介紹了適應(yīng)性學(xué)習(xí)的特征、模式以及關(guān)鍵環(huán)節(jié),通過(guò)分析已有研究并重新理解了適應(yīng)性學(xué)習(xí)的本體理論;其次介紹了截止到目前適應(yīng)性學(xué)習(xí)系統(tǒng)的發(fā)展歷程與現(xiàn)狀并且分析發(fā)現(xiàn)問(wèn)題,為了強(qiáng)調(diào)利用教學(xué)理論指導(dǎo)系統(tǒng)設(shè)計(jì),以及解決學(xué)習(xí)者對(duì)遠(yuǎn)程學(xué)習(xí)方式的適應(yīng)性問(wèn)題,研究提出并驗(yàn)證了適應(yīng)性學(xué)習(xí)中存在“雙向適應(yīng)”關(guān)系,從而提出“雙向適應(yīng)”思想,同時(shí)以“雙向適應(yīng)”為視角,構(gòu)建出理想狀態(tài)下的適應(yīng)性學(xué)習(xí)系統(tǒng)的理論模型;最后主要針對(duì)理想狀態(tài)下的適應(yīng)性學(xué)習(xí)系統(tǒng)的理論模型中的適應(yīng)性策略部分展開(kāi)深入研究,即學(xué)習(xí)診斷、學(xué)習(xí)內(nèi)容的動(dòng)態(tài)組織與呈現(xiàn)、學(xué)習(xí)方式的自主選擇,包括理論分析與方法,同時(shí)應(yīng)用雙向適應(yīng)思想在促進(jìn)學(xué)習(xí)者快速、更好地適應(yīng)系統(tǒng)的策略層面給予理論補(bǔ)充。
[Abstract]:In recent years, with the rapid development of modern information technology and social science, represented by computer and network, distance education presents a focus on learning, rapid feedback, technology integration, individual learning.The development trend of open lifelong education, at the same time, "knowledge media", which combines computer, tele-communication and cognitive science, has also been comprehensively applied in the distance education system.This trend of development has prompted the distance education system to change to adapt to the needs of students under the guidance of teaching objectives, so adaptive learning system has attracted special attention of researchers in related fields.Adaptive learning system (ALS) is a form of adaptive technology applied in E-Learning, which aims at providing individualized requests and services, which makes the traditional web-based teaching system more beneficial to individual learners.Adaptive learning system is a learning support system which is suitable for individual characteristics according to the differences in individual learning process.It can adapt to the individual needs of different learners to some extent or in some aspects, so as to reflect the adaptability of learners.At present, from the research progress of adaptability of learning system, we believe that the learning support for learners from the perspective of "adaptation" is mainly in the following four aspects: learning diagnosis, dynamic organization of learning content, presentation of learning content,The independent choice of learning style.These supports should not only consider the design and implementation of various models and their techniques, but also study the assistance strategies and methods of "learner adaptation system" which respects individual differences and accords with learning adaptation psychology from the perspective of learners.This study first uses literature reading method and content analysis method to classify and explain the definitions of adaptive learning, and introduces the characteristics, models and key links of adaptive learning.The ontology theory of adaptive learning is analyzed and reunderstood. Secondly, the development and current situation of adaptive learning system up to now are introduced, and the problems are analyzed. In order to emphasize the use of teaching theory to guide the design of the system,And to solve the problem of learners' adaptability to distance learning, the paper puts forward and verifies the relationship of "bidirectional adaptation" in adaptive learning, and puts forward the idea of "bidirectional adaptation", and takes "bidirectional adaptation" as the angle of view at the same time.A theoretical model of adaptive learning system in ideal state is constructed. Finally, the adaptive strategy in the theoretical model of adaptive learning system in ideal state is studied deeply, that is, learning diagnosis.The dynamic organization and presentation of learning content, the autonomous choice of learning methods, including theoretical analysis and methods, and the application of two-way adaptation to promote learners to adapt quickly and better to the strategic level of the system to supplement the theory.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G434

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 陳晶;;貝葉斯網(wǎng)絡(luò)學(xué)生模型中存在無(wú)向環(huán)的更新[J];瓊州學(xué)院學(xué)報(bào);2012年05期

相關(guān)碩士學(xué)位論文 前1條

1 柏菊花;中學(xué)生網(wǎng)絡(luò)學(xué)習(xí)適應(yīng)性影響因素分析[D];江蘇師范大學(xué);2012年

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本文編號(hào)：1773266