網(wǎng)絡(luò)學(xué)習(xí)者模型構(gòu)建及其個(gè)性化學(xué)習(xí)服務(wù)研究
發(fā)布時(shí)間：2018-11-03 11:00
【摘要】：隨著互聯(lián)網(wǎng)技術(shù)的發(fā)展，web2.0的時(shí)代已經(jīng)正式到來，在這個(gè)時(shí)代中的一些社會性軟件的使用早已融入到人們的生活之中。近年來，關(guān)于web2.0環(huán)境下的網(wǎng)絡(luò)學(xué)習(xí)研究也呈現(xiàn)越來越多的趨勢。本文即在這個(gè)背景下，作為“基于知識模型的個(gè)性化網(wǎng)絡(luò)教學(xué)研究”課題的第一階段子研究，以非正式學(xué)習(xí)的視角，討論web2.0環(huán)境下非正式學(xué)習(xí)中網(wǎng)絡(luò)學(xué)習(xí)者的學(xué)習(xí)行為。 在此，，一方面對web2.0環(huán)境下非正式學(xué)習(xí)的學(xué)習(xí)特點(diǎn)進(jìn)行探討，另一方面對網(wǎng)絡(luò)學(xué)習(xí)者進(jìn)行web2.0環(huán)境下非正式學(xué)習(xí)情況的問卷調(diào)查。在對問卷進(jìn)行結(jié)果分析的基礎(chǔ)之上，本文提出了一個(gè)web2.0環(huán)境下的非正式學(xué)習(xí)框架。在其中對該環(huán)境下的典型學(xué)習(xí)行為過程及特點(diǎn)進(jìn)行了歸納。 在目前的一些網(wǎng)絡(luò)學(xué)習(xí)行為的分析中往往以理性行為理論和計(jì)劃行為理論為理論基礎(chǔ)，本文基于web2.0環(huán)境下的非正式網(wǎng)絡(luò)學(xué)習(xí)特點(diǎn)，從學(xué)習(xí)活動框架理論、凱斯利投入學(xué)習(xí)理論這兩個(gè)較早提出的網(wǎng)絡(luò)學(xué)習(xí)理論出發(fā)，在行為科學(xué)理論分析指導(dǎo)之下，結(jié)合web2.0環(huán)境下非正式學(xué)習(xí)框架，提出三種學(xué)習(xí)環(huán)境下的網(wǎng)絡(luò)學(xué)習(xí)行為模式，分別是自主學(xué)習(xí)環(huán)境下的主題—探究網(wǎng)絡(luò)學(xué)習(xí)行為模式、協(xié)作學(xué)習(xí)環(huán)境下的投入—協(xié)作網(wǎng)絡(luò)學(xué)習(xí)行為模式以及信息加工環(huán)境下的加工—反思網(wǎng)絡(luò)學(xué)習(xí)行為模式。在三個(gè)模式中分別對相應(yīng)的具體學(xué)習(xí)行為進(jìn)行了歸納。 在此基礎(chǔ)之上本文重點(diǎn)提出了一個(gè)web2.0環(huán)境下非正式學(xué)習(xí)學(xué)習(xí)行為模式下的網(wǎng)絡(luò)學(xué)習(xí)者模型——LBLSLF-LBCMLS網(wǎng)絡(luò)學(xué)習(xí)者模型。模型包含了LSLF網(wǎng)絡(luò)學(xué)習(xí)中的與學(xué)習(xí)行為相對應(yīng)的基于學(xué)習(xí)風(fēng)格的學(xué)習(xí)特征模塊和CMLS利用概念圖的反映知識點(diǎn)關(guān)系特點(diǎn)的學(xué)習(xí)狀態(tài)模塊以及基于學(xué)習(xí)者模型規(guī)范的信息模型。其中，LBCMLS學(xué)習(xí)狀態(tài)模塊從不同網(wǎng)絡(luò)學(xué)習(xí)行為中學(xué)習(xí)知識點(diǎn)與學(xué)習(xí)階段的關(guān)系角度出發(fā)，利用知識點(diǎn)概念的表現(xiàn)形式反映學(xué)習(xí)者的知識學(xué)習(xí)狀態(tài)。以教育技術(shù)學(xué)科樹作為領(lǐng)域知識概念圖例圖，文中也對不同類型的知識點(diǎn)概念圖自動生成過程進(jìn)行了分析。 本文在文獻(xiàn)調(diào)研的基礎(chǔ)上分析了當(dāng)前網(wǎng)絡(luò)個(gè)性化學(xué)習(xí)服務(wù)的類型，并緊密結(jié)合LBLSLF-LBCMLS網(wǎng)絡(luò)學(xué)習(xí)者模型中對三種學(xué)習(xí)環(huán)境下各種學(xué)習(xí)者行為的分析挖掘設(shè)計(jì)了促進(jìn)網(wǎng)絡(luò)個(gè)性化學(xué)習(xí)的學(xué)習(xí)服務(wù)，分析了每個(gè)服務(wù)的功能設(shè)計(jì)流程。最后，本文設(shè)計(jì)了一個(gè)網(wǎng)絡(luò)學(xué)習(xí)者模型及其服務(wù)的實(shí)例研究，對學(xué)習(xí)知識點(diǎn)挖掘?qū)Ш椒⻊?wù)評價(jià)及其中知識點(diǎn)挖掘概念圖的準(zhǔn)確性進(jìn)行了調(diào)研驗(yàn)證。
[Abstract]:With the development of Internet technology, the era of web2.0 has come, in which some social software has been integrated into people's life. In recent years, the research on network learning under the web2.0 environment also presents more and more trends. In this context, this paper, as the first stage of the topic of "individualized web-based teaching research based on knowledge model", discusses the learning behavior of network learners in the web2.0 environment from the perspective of informal learning. On the one hand, we discuss the characteristics of informal learning in web2.0 environment, and on the other hand, we make a questionnaire survey on informal learning in web2.0 environment. Based on the analysis of the results of the questionnaire, this paper proposes an informal learning framework in web2.0 environment. The typical learning process and characteristics in this environment are summarized. In the analysis of some online learning behaviors, the rational behavior theory and the planning behavior theory are often used in the analysis. Based on the characteristics of informal network learning under the web2.0 environment, this paper starts with the framework theory of learning activities. Under the guidance of behavioral science theory and informal learning framework under the guidance of behavioral science theory, Kesley put forward three e-learning behavior models under web2.0 environment. It is the theme of autonomous learning environment-inquiry network learning behavior model, collaborative learning environment input-collaborative network learning behavior model and information processing environment of process-reflection network learning behavior model. In the three models, the corresponding specific learning behaviors are summarized. On the basis of this, this paper puts forward an informal learning behavior model in web2.0 environment, which is called LBLSLF-LBCMLS network learner model. The model includes learning styles-based learning feature module corresponding to learning behavior in LSLF network learning, learning state module based on concept map and information model based on learner model specification. Among them, the LBCMLS learning state module is based on the relationship between the learning knowledge points and the learning stages in different network learning behaviors, and uses the expression form of the knowledge point concept to reflect the learners' knowledge learning state. Taking the subject tree of educational technology as the legend diagram of domain knowledge concept, this paper also analyzes the automatic generation process of different types of knowledge point concept map. On the basis of literature research, this paper analyzes the types of network personalized learning services. Combined with the analysis and mining of three kinds of learners' behaviors in the LBLSLF-LBCMLS network learner model, the learning service to promote the individualized learning on the network is designed, and the function design flow of each service is analyzed. Finally, this paper designs an online learner model and an example of its service, and investigates and verifies the accuracy of the evaluation of learning knowledge point mining navigation service and the accuracy of concept map mining.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G434
本文編號：2307592
[Abstract]:With the development of Internet technology, the era of web2.0 has come, in which some social software has been integrated into people's life. In recent years, the research on network learning under the web2.0 environment also presents more and more trends. In this context, this paper, as the first stage of the topic of "individualized web-based teaching research based on knowledge model", discusses the learning behavior of network learners in the web2.0 environment from the perspective of informal learning. On the one hand, we discuss the characteristics of informal learning in web2.0 environment, and on the other hand, we make a questionnaire survey on informal learning in web2.0 environment. Based on the analysis of the results of the questionnaire, this paper proposes an informal learning framework in web2.0 environment. The typical learning process and characteristics in this environment are summarized. In the analysis of some online learning behaviors, the rational behavior theory and the planning behavior theory are often used in the analysis. Based on the characteristics of informal network learning under the web2.0 environment, this paper starts with the framework theory of learning activities. Under the guidance of behavioral science theory and informal learning framework under the guidance of behavioral science theory, Kesley put forward three e-learning behavior models under web2.0 environment. It is the theme of autonomous learning environment-inquiry network learning behavior model, collaborative learning environment input-collaborative network learning behavior model and information processing environment of process-reflection network learning behavior model. In the three models, the corresponding specific learning behaviors are summarized. On the basis of this, this paper puts forward an informal learning behavior model in web2.0 environment, which is called LBLSLF-LBCMLS network learner model. The model includes learning styles-based learning feature module corresponding to learning behavior in LSLF network learning, learning state module based on concept map and information model based on learner model specification. Among them, the LBCMLS learning state module is based on the relationship between the learning knowledge points and the learning stages in different network learning behaviors, and uses the expression form of the knowledge point concept to reflect the learners' knowledge learning state. Taking the subject tree of educational technology as the legend diagram of domain knowledge concept, this paper also analyzes the automatic generation process of different types of knowledge point concept map. On the basis of literature research, this paper analyzes the types of network personalized learning services. Combined with the analysis and mining of three kinds of learners' behaviors in the LBLSLF-LBCMLS network learner model, the learning service to promote the individualized learning on the network is designed, and the function design flow of each service is analyzed. Finally, this paper designs an online learner model and an example of its service, and investigates and verifies the accuracy of the evaluation of learning knowledge point mining navigation service and the accuracy of concept map mining.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G434
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