本文關鍵詞： E-learning系統(tǒng) 個性化學習行為 人格因素 模型　出處：《廣東技術師范學院》2013年碩士論文　論文類型：學位論文

【摘要】：隨著廣州市各中等職業(yè)學校進行“工學結合”課程改革的深入開展，采用網(wǎng)絡化教學是在企業(yè)實踐期間學校老師管理和教育學生一種很好的方法和渠道，但是傳統(tǒng)的網(wǎng)絡教學中缺乏教師的監(jiān)控與指導，直接影響到學生的學習成效。基于此，本文針對個性化學習行為對網(wǎng)絡學習效果的影響進行了研究，主要做了以下幾個方面的工作： 分析了“工學結合”人才培養(yǎng)模式、E-learning系統(tǒng)教學模式、網(wǎng)絡學習行為、網(wǎng)絡學習行為實時監(jiān)控和個性這幾者的概念、特征和相互之間的關聯(lián)，提出傳統(tǒng)網(wǎng)絡教學中存在的問題，找到了本文研究的切入點，提出在網(wǎng)絡學習中加入學生個性分析和實時監(jiān)控機制，提升學生網(wǎng)絡學習的有效性。 使用艾森克人格問卷(EPQ)調查在崗實習學生，利用SPSS19.0軟件重點分析人格因素對學習者個性化學習效果的影響，并得出結論。 以工學結合模式、行為科學、人格理論作為理論基礎，結合人格問卷調查結果設計并實現(xiàn)了一個模型。此模型能夠將實時監(jiān)控采集得出的個性行為數(shù)據(jù)歸類生成一系列的反饋意見和學習指導方案，更加直觀地將呈現(xiàn)給學生，便于學生實施自我監(jiān)控和自我調控并使其及時修正自己的學習計劃和學習態(tài)度。它適當?shù)貜浹a了網(wǎng)絡學習中缺乏教師監(jiān)控和指導的不足，，為教師做出個性化輔導提供了依據(jù)，對學生學習狀況及時監(jiān)督提醒，有效改善學生進行網(wǎng)絡學習時產(chǎn)生的“網(wǎng)絡迷失”現(xiàn)象，從而達到師生之間教學效果的最優(yōu)化。 采用了實驗研究法對應用效果方面，從學習成績層面進行了分析，研究結果表明應用實時監(jiān)控和學習行為統(tǒng)計功能的實驗組的測驗成績要好于未使用實時監(jiān)控和學習行為統(tǒng)計功能的對比組。即在本模型的支持下，學生在外部實時監(jiān)控和引導下，能夠及時調整學習態(tài)度和學習行為，有效的提高學生學習成績，證明模型是有效的。
[Abstract]:With the further development of the curriculum reform of "combination of work and study" in secondary vocational schools in Guangzhou, the adoption of network teaching is a good method and channel for school teachers to manage and educate students during the period of enterprise practice. However, the lack of supervision and guidance from teachers in the traditional network teaching has a direct impact on students' learning results. Based on this, this paper studies the effect of individualized learning behavior on the effect of online learning. The main work is as follows:. This paper analyzes on the concept, characteristics and interrelation of E-learning system teaching mode, network learning behavior, real-time monitoring and personality of network learning behavior, and puts forward the problems existing in traditional network teaching. In order to improve the effectiveness of online learning, this paper proposes to add student personality analysis and real-time monitoring mechanism to the online learning. Eysenck Personality questionnaire (EPQ) was used to investigate the students in the field. The effect of personality factors on individual learning was analyzed with SPSS19.0 software, and a conclusion was drawn. Based on the combination of work and learning, behavioral science and personality theory, According to the result of personality questionnaire, a model is designed and implemented. This model can generate a series of feedback and learning guidance scheme by classifying the personality and behavior data collected by real-time monitoring, which will be presented to students more intuitively. It is convenient for students to implement self-monitoring and self-regulation and to correct their learning plans and learning attitudes in time. It can make up for the lack of monitoring and guidance of teachers in online learning and provide the basis for teachers to make individualized counseling. To supervise and remind students' learning condition in time, to effectively improve the phenomenon of "network lost" in the process of students' network learning, so as to optimize the teaching effect between teachers and students. The experimental research method is used to analyze the application effect from the aspect of learning achievement. The results showed that the test scores of the experimental group with real-time monitoring and learning behavior statistical function were better than those of the control group without real-time monitoring and learning behavior statistical function. Under the external real-time monitoring and guidance, students can adjust their learning attitude and behavior in time and improve their academic performance effectively. The model is proved to be effective.
【學位授予單位】：廣東技術師范學院
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G434

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