本文選題：個性化學(xué)習(xí) + 認(rèn)知結(jié)構(gòu)��； 參考：《武漢大學(xué)》2010年博士論文

【摘要】：個性化學(xué)習(xí)是當(dāng)代教育領(lǐng)域積極倡導(dǎo)的學(xué)習(xí)理念和模式,它強(qiáng)調(diào)以學(xué)習(xí)者為主體,針對學(xué)習(xí)者個性特點(diǎn)、知識經(jīng)驗(yàn)和能力等具體學(xué)習(xí)情境而采用恰當(dāng)?shù)膶W(xué)習(xí)方法、學(xué)習(xí)內(nèi)容和學(xué)習(xí)進(jìn)度。在影響學(xué)習(xí)的諸多因素中,學(xué)習(xí)者的認(rèn)知結(jié)構(gòu)是其中最重要的。 現(xiàn)有的網(wǎng)絡(luò)教學(xué)系統(tǒng)很少考慮到不同學(xué)習(xí)者因認(rèn)知結(jié)構(gòu)的不同而引起的對課程材料的不同需求,更沒有考慮到學(xué)習(xí)者的學(xué)習(xí)情況會隨著學(xué)習(xí)者的學(xué)習(xí)進(jìn)展而發(fā)生變化,一般是所有的學(xué)習(xí)者面對同一份靜態(tài)的超媒體文檔。 如何形式化與量化表示學(xué)習(xí)者的認(rèn)知結(jié)構(gòu),為網(wǎng)絡(luò)自主學(xué)習(xí)者提供高質(zhì)量的學(xué)習(xí)建議和指導(dǎo),是網(wǎng)絡(luò)學(xué)習(xí)系統(tǒng)的關(guān)鍵問題。本文在研究大量中外文獻(xiàn)的基礎(chǔ)上,針對當(dāng)前網(wǎng)絡(luò)學(xué)習(xí)系統(tǒng)存在的問題,在以下幾個方面做了深入的研究： (1)學(xué)習(xí)者認(rèn)知結(jié)構(gòu)的形式化表示和量化。作為影響學(xué)習(xí)最重要的因素,學(xué)習(xí)者認(rèn)知結(jié)構(gòu)的形式化與量化是網(wǎng)絡(luò)學(xué)習(xí)系統(tǒng)為學(xué)習(xí)者提出合理的學(xué)習(xí)建議和指導(dǎo)的基礎(chǔ)。本文在定義學(xué)科知識點(diǎn)之間有序?qū)W習(xí)關(guān)系的基礎(chǔ)上,提出個性化概念圖的構(gòu)建方法,以此表示學(xué)習(xí)者的認(rèn)知結(jié)構(gòu)。 (2)學(xué)習(xí)目標(biāo)的預(yù)測分析。當(dāng)完成某個階段的學(xué)習(xí),而進(jìn)入下一階段的學(xué)習(xí)時,網(wǎng)絡(luò)自主學(xué)習(xí)者通常會面臨多個學(xué)習(xí)目標(biāo)的選擇。本文結(jié)合個性化概念圖的結(jié)構(gòu)信息和語義信息,提出了計算知識點(diǎn)之間關(guān)聯(lián)度的新方法,并在此基礎(chǔ)上對新學(xué)習(xí)目標(biāo)進(jìn)行量化分析和計算,并將目標(biāo)概念加以區(qū)分,幫助學(xué)習(xí)者選擇最合適的下一步學(xué)習(xí)目標(biāo)。 (3)學(xué)習(xí)資料的獲取。以概念擴(kuò)展的方式在Web或者網(wǎng)絡(luò)學(xué)習(xí)系統(tǒng)內(nèi)搜索學(xué)習(xí)資源,提出計算文本資源的難易度的方法,并根據(jù)學(xué)習(xí)者的認(rèn)知水平和文本資源之間的適合程度進(jìn)行排名,以便將最適合學(xué)習(xí)者當(dāng)前認(rèn)知水平的學(xué)習(xí)資源推薦給學(xué)習(xí)者。 (4)個性化概念圖的可視化。研究概念圖的自動布局方法,除了遵循傳統(tǒng)的可視化美觀準(zhǔn)則,還特別強(qiáng)調(diào)節(jié)點(diǎn)之間內(nèi)在的語義聯(lián)系。對于具有復(fù)雜結(jié)構(gòu)的個性化概念圖,本文提出一種基于學(xué)習(xí)者興趣的可視化簡化方法,在某一時刻只呈現(xiàn)與學(xué)習(xí)者當(dāng)前興趣和關(guān)注點(diǎn)相關(guān)的概念,從而減輕學(xué)習(xí)者的認(rèn)知負(fù)擔(dān),提高認(rèn)知效率。 在文章的最后介紹了個性化概念圖原型系統(tǒng),該系統(tǒng)可以進(jìn)行概念圖的編輯,自動布局,以及個性化概念圖的構(gòu)建、學(xué)習(xí)目標(biāo)預(yù)測與概念劃分、基于學(xué)習(xí)者興趣的可視化。該系統(tǒng)為網(wǎng)絡(luò)學(xué)習(xí)者提供了圖形化的學(xué)習(xí)進(jìn)程管理功能,智能化地指導(dǎo)和幫助學(xué)習(xí)者選擇合適的學(xué)習(xí)目標(biāo),而且在面對復(fù)雜的概念圖時,可以根據(jù)學(xué)習(xí)者當(dāng)前的興趣和關(guān)注點(diǎn)將其簡化的表示出來。
[Abstract]:Individualized learning is an active learning concept and model advocated in the field of contemporary education. It emphasizes on taking learners as the main body and adopting appropriate learning methods according to specific learning situations such as individual characteristics, knowledge, experience and ability of learners. Learning content and progress. Among the many factors affecting learning, learners' cognitive structure is the most important. The existing web-based teaching system rarely takes into account the different needs of curriculum materials caused by different learners' cognitive structure, and does not take into account that learners' learning situation will change with the learners' learning progress. Generally all learners face the same static hypermedia document. How to formalize and quantify learners' cognitive structure and provide high quality learning advice and guidance for autonomous learners is a key issue in web-based learning systems. Based on the study of a large number of Chinese and foreign literature, this paper makes a deep study in the following aspects, aiming at the problems existing in the current network learning system: 1) formal representation and quantification of learners' cognitive structure. As the most important factor affecting learning, the formalization and quantification of learners' cognitive structure is the basis of the e-learning system to provide reasonable learning advice and guidance for learners. Based on the definition of the orderly learning relationship between the knowledge points of the subject, this paper proposes a method to construct the individualized concept map to represent the cognitive structure of the learners. 2) Prediction and analysis of learning objectives. When a certain stage of learning is completed and the next stage of learning is reached, the learner of network autonomy usually faces the choice of multiple learning goals. Based on the structural information and semantic information of the personalized concept map, a new method of calculating the correlation degree between knowledge points is proposed in this paper. On this basis, the quantitative analysis and calculation of the new learning object are carried out, and the concept of the goal is distinguished. Help learners to choose the most appropriate learning goals for the next step. 3) access to learning materials. Search for learning resources in Web or web-based learning system in the way of concept expansion, propose a method to calculate the difficulty of text resources, and rank them according to the learners' cognitive level and the suitability of text resources. In order to recommend the most suitable learning resources for the learners' current cognitive level. 4) Visualization of personalization concept map. In this paper, the automatic layout method of concept map is studied, which not only follows the traditional visual aesthetic criterion, but also emphasizes the intrinsic semantic relation between nodes. For the personalized concept map with complex structure, this paper proposes a visual simplification method based on learners' interest, which presents only the concepts related to the learners' current interests and concerns at any given time, thus reducing the cognitive burden of learners. Improve cognitive efficiency. At the end of the paper, the prototype system of individualized concept map is introduced. The system can edit the concept map, automate the layout, construct the personalized concept map, predict the learning goal and divide the concept, and visualize the concept based on the learner's interest. The system provides network learners with graphical learning process management functions, intelligently instructs and helps learners to choose appropriate learning goals, and in the face of complex concept diagrams, It can be simplified according to the learner's current interests and concerns.
【學(xué)位授予單位】：武漢大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2010
【分類號】：G434

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