本文關(guān)鍵詞：基于知識(shí)網(wǎng)絡(luò)的自動(dòng)化教學(xué)設(shè)計(jì)研究與應(yīng)用　出處：《湖南大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

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【摘要】：時(shí)代發(fā)展要求教育教學(xué)目標(biāo)和教育教學(xué)環(huán)境發(fā)生改變,越來越個(gè)性化、多元化的學(xué)生學(xué)習(xí)需求以及各種新技術(shù)的運(yùn)用對(duì)教師和學(xué)生的思維和技能都提出更高要求。網(wǎng)絡(luò)教學(xué)的普及,也使得知識(shí)資源越來越豐富。新的時(shí)代要求教學(xué)工作者以下幾個(gè)方面的能力提高：(1)掌握和調(diào)控學(xué)生認(rèn)知水平、學(xué)習(xí)風(fēng)格等學(xué)習(xí)者學(xué)習(xí)特征和需求的能力；(2)熟練運(yùn)用和開發(fā)多媒體教學(xué)設(shè)備等教學(xué)工具的能力；(3)組織復(fù)雜的知識(shí)結(jié)構(gòu)和課堂教學(xué)活動(dòng)的能力。 目前,教師教學(xué)系統(tǒng)設(shè)計(jì)的能力及其所獲得的成效在滿足學(xué)生的個(gè)性化學(xué)習(xí)需求方面還存在值得改善的地方。主要表現(xiàn)在：教師的教學(xué)系統(tǒng)設(shè)計(jì)專業(yè)知識(shí)和技能貯備不足、教師之間教學(xué)經(jīng)驗(yàn)交流不充分、新手教師沒能盡快有效的掌握適合的教學(xué)方法。本研究為解決需求與現(xiàn)實(shí)的矛盾,建立一個(gè)可持續(xù)管理的基于知識(shí)網(wǎng)絡(luò)的資源庫(kù),循環(huán)利用教學(xué)資源并使之在教學(xué)活動(dòng)中發(fā)揮最大效用,從而簡(jiǎn)化教師教學(xué)、增進(jìn)師生交流,進(jìn)一步滿足學(xué)生的個(gè)性化學(xué)習(xí)需求。 研究以“自動(dòng)化教學(xué)設(shè)計(jì)”為主題,利用自動(dòng)化教學(xué)設(shè)計(jì)的特征提取方法,探討教師在具體教學(xué)活動(dòng)中獲取信息和組織教學(xué)活動(dòng)的過程,通過知識(shí)庫(kù)和知識(shí)語(yǔ)義關(guān)系模型提供個(gè)性化的教學(xué)模式以促進(jìn)學(xué)生學(xué)習(xí)、簡(jiǎn)化教學(xué)設(shè)計(jì)、優(yōu)化教學(xué)的效果。 針對(duì)目前教學(xué)活動(dòng)中專家教師和新手教師在教學(xué)設(shè)計(jì)(包括教案設(shè)計(jì)、課堂組織設(shè)計(jì)、教學(xué)資源組織等)能力和技能方面存在的差距,建立基于知識(shí)網(wǎng)絡(luò)的自動(dòng)化教學(xué)設(shè)計(jì)系統(tǒng)。具體而言,本研究構(gòu)建了本地教學(xué)資源庫(kù)和網(wǎng)絡(luò)教學(xué)資源庫(kù)、專家策略庫(kù),優(yōu)秀教學(xué)案例庫(kù)四個(gè)知識(shí)庫(kù)。自動(dòng)化教學(xué)設(shè)計(jì)系統(tǒng)設(shè)定用戶身份為兩種：教師和學(xué)生,教學(xué)設(shè)計(jì)活動(dòng)開始前,系統(tǒng)為學(xué)習(xí)者提供知識(shí)水平測(cè)試和學(xué)習(xí)風(fēng)格測(cè)試,采用所羅門學(xué)習(xí)風(fēng)格測(cè)試量表作為對(duì)學(xué)生學(xué)習(xí)風(fēng)格測(cè)試的具體方法和工具,并依據(jù)學(xué)習(xí)者的原有知識(shí)水平和學(xué)習(xí)風(fēng)格所得的測(cè)試結(jié)果給出對(duì)應(yīng)的教學(xué)策略方案。
[Abstract]:The development of the times requires that the educational objectives and the educational environment change and become more and more individualized. The diversity of students' learning needs and the use of various new technologies put forward higher requirements for the thinking and skills of teachers and students, and the popularization of network teaching. The new era requires teachers to improve their abilities in the following aspects: (1) the ability to master and control the students' cognitive level, learning style, and other learners' learning characteristics and needs; 2) proficiency in the use and development of multimedia teaching equipment and other teaching tools; Ability to organize complex knowledge structures and classroom teaching activities. Right now. The ability to design the teaching system and its effect in meeting the individual learning needs of students are worthy of improvement. The teacher's teaching system design specialized knowledge and the skill reserve is insufficient. The exchange of teaching experience between teachers is not sufficient, the novice teachers can not grasp the appropriate teaching methods as soon as possible. This study aims to solve the contradiction between demand and reality. Establish a sustainably managed resource bank based on knowledge network, recycle teaching resources and make them play the most important role in teaching activities, so as to simplify teachers' teaching and improve the communication between teachers and students. Further meet the individual learning needs of students. This paper studies the process of obtaining information and organizing teaching activities in specific teaching activities by using the feature extraction method of automatic teaching design on the theme of "automatic teaching design". The individualized teaching model is provided by knowledge base and knowledge semantic relation model to promote students' learning, simplify teaching design and optimize teaching effect. This paper aims at the gap between expert teachers and novice teachers in teaching design (including teaching plan design, classroom organization design, teaching resource organization, etc.) in current teaching activities. To build an automated teaching design system based on knowledge network. Specifically, this study has constructed the local teaching resources database, the network teaching resources database, the expert strategy database. There are four knowledge bases in the excellent teaching case base. The automated instructional design system sets up two kinds of user identity: teacher and student. Before the teaching design activity starts, the system provides learners with knowledge level test and learning style test. The Solomon Learning style Test scale is used as the concrete method and tool for the students' learning style test, and the corresponding teaching strategy scheme is given according to the learners' original knowledge level and the test results obtained from the learning style.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G434

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