本文關鍵詞：基于知識網絡的自動化教學設計研究與應用　出處：《湖南大學》2011年碩士論文　論文類型：學位論文

  更多相關文章： 自動化教學設計 知識網絡 個性化學習需求 專家教師 知識庫 專家策略庫 教學策略

【摘要】：時代發(fā)展要求教育教學目標和教育教學環(huán)境發(fā)生改變,越來越個性化、多元化的學生學習需求以及各種新技術的運用對教師和學生的思維和技能都提出更高要求。網絡教學的普及,也使得知識資源越來越豐富。新的時代要求教學工作者以下幾個方面的能力提高：(1)掌握和調控學生認知水平、學習風格等學習者學習特征和需求的能力；(2)熟練運用和開發(fā)多媒體教學設備等教學工具的能力；(3)組織復雜的知識結構和課堂教學活動的能力。 目前,教師教學系統設計的能力及其所獲得的成效在滿足學生的個性化學習需求方面還存在值得改善的地方。主要表現在：教師的教學系統設計專業(yè)知識和技能貯備不足、教師之間教學經驗交流不充分、新手教師沒能盡快有效的掌握適合的教學方法。本研究為解決需求與現實的矛盾,建立一個可持續(xù)管理的基于知識網絡的資源庫,循環(huán)利用教學資源并使之在教學活動中發(fā)揮最大效用,從而簡化教師教學、增進師生交流,進一步滿足學生的個性化學習需求。 研究以“自動化教學設計”為主題,利用自動化教學設計的特征提取方法,探討教師在具體教學活動中獲取信息和組織教學活動的過程,通過知識庫和知識語義關系模型提供個性化的教學模式以促進學生學習、簡化教學設計、優(yōu)化教學的效果。 針對目前教學活動中專家教師和新手教師在教學設計(包括教案設計、課堂組織設計、教學資源組織等)能力和技能方面存在的差距,建立基于知識網絡的自動化教學設計系統。具體而言,本研究構建了本地教學資源庫和網絡教學資源庫、專家策略庫,優(yōu)秀教學案例庫四個知識庫。自動化教學設計系統設定用戶身份為兩種：教師和學生,教學設計活動開始前,系統為學習者提供知識水平測試和學習風格測試,采用所羅門學習風格測試量表作為對學生學習風格測試的具體方法和工具,并依據學習者的原有知識水平和學習風格所得的測試結果給出對應的教學策略方案。
[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.
【學位授予單位】：湖南大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：G434

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