發(fā)布時(shí)間：2018-02-23 13:42

  本文關(guān)鍵詞： 個(gè)性結(jié)構(gòu) 個(gè)性特征值 個(gè)性特征模型 映射 E-learning　出處：《華中師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著經(jīng)濟(jì)的二元化,農(nóng)村或小城鎮(zhèn)和大城市之間的另一種二元化也在突顯——教育的二元化,教育質(zhì)量的差距使得城鄉(xiāng)的學(xué)生之間的“教育鴻溝”在不斷加深。在信息技術(shù)高度發(fā)展的情況下,充分利用信息技術(shù)建立個(gè)性化學(xué)習(xí)平臺(tái)可以為解決教育的不公平問題盡到一些綿薄之力：它可以利用信息技術(shù)的方便地為個(gè)性化的學(xué)習(xí)創(chuàng)造條件,讓身處任何地方的學(xué)習(xí)者都能享受到優(yōu)質(zhì)的教育資源的學(xué)習(xí)條件。 本文試圖研究在E-learning中,如何實(shí)現(xiàn)個(gè)性化的學(xué)習(xí)。特別是如何從教育技術(shù)學(xué)的角度去理解個(gè)性以及個(gè)性信息的收集,如何對(duì)這些信息進(jìn)行處理。對(duì)于得到的信息,如何加以利用,以提高學(xué)習(xí)的針對(duì)性,實(shí)施一定程度上的因材施教。另一方面,利用互聯(lián)網(wǎng)使優(yōu)質(zhì)的資源能夠更大程度地共享,并讓更多的學(xué)習(xí)者能夠隨時(shí)隨地地進(jìn)行適合自己個(gè)性的學(xué)習(xí),以減小“教育鴻溝”。為了達(dá)到以上的愿景,本文做了如下的工作： 1)總結(jié)了教育學(xué)和心理學(xué)中關(guān)于個(gè)性的認(rèn)識(shí),并研究其指導(dǎo)教育技術(shù)學(xué)中對(duì)個(gè)性認(rèn)識(shí)之不足： 2)建立教育技術(shù)學(xué)視角下學(xué)習(xí)者個(gè)性的模型,研究了教育技術(shù)學(xué)視角下個(gè)性的結(jié)構(gòu),把個(gè)性的各個(gè)要素置于一定的教學(xué)環(huán)境和教育過程來考量; 3)建立了個(gè)性特征指標(biāo)體系與學(xué)習(xí)資源的存儲(chǔ)屬性之間的映射關(guān)系,希望它能夠直接用于指導(dǎo)個(gè)性化學(xué)習(xí)系統(tǒng)的建設(shè); 本文的特色之處在于： 1)試圖糾正傳統(tǒng)的以學(xué)習(xí)者的學(xué)習(xí)風(fēng)格代替學(xué)習(xí)者的個(gè)性開發(fā)個(gè)性化的學(xué)習(xí)系統(tǒng)的傾向,并使指標(biāo)體系更加具體和細(xì)化; 2)在學(xué)習(xí)者的個(gè)性與學(xué)習(xí)資源的存儲(chǔ)屬性建立了映射關(guān)系,使其更具有很好的操作性,為個(gè)性化學(xué)習(xí)系統(tǒng)的開發(fā)創(chuàng)造了條件。
[Abstract]:With the dualization of the economy, another kind of dualism between rural or small towns and big cities is also highlighting the dualization of education. The gap between the quality of education and the quality of education has made the "educational gap" between urban and rural students deepening. With the development of information technology, Making full use of information technology to set up a personalized learning platform can do little to solve the unfair problem of education: it can make use of information technology to create conditions for individualized learning. Let learners anywhere can enjoy the quality of educational resources learning conditions. This paper attempts to study how to realize individualized learning in E-learning, especially how to understand personality and the collection of personality information from the perspective of educational technology, and how to deal with these information. How to make use of it in order to improve the pertinence of learning, to implement a certain degree of aptitude education. On the other hand, to use the Internet to make quality resources more widely shared, In order to achieve the above vision, this paper has done the following work: (1) to enable more learners to learn at any time and anywhere in order to reduce the "educational gap":. 1) summarizes the cognition of personality in pedagogy and psychology, and studies its deficiency in guiding educational technology. 2) establishing the model of learners' personality from the perspective of educational technology, studying the structure of personality from the perspective of educational technology, and considering the elements of personality in a certain teaching environment and educational process; 3) the mapping relationship between the personality characteristic index system and the storage attributes of learning resources is established, and it is hoped that it can be directly used to guide the construction of individualized learning system. The features of this paper are:. 1) try to correct the traditional tendency of using learners' learning style instead of learners' personality to develop individualized learning system, and make the index system more specific and detailed; 2) the mapping relationship between learners' personality and the storage attributes of learning resources is established, which makes it more operable and creates conditions for the development of individualized learning system.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G434

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 張騫渝;A外資企業(yè)E-learning的應(yīng)用與探索[D];東北師范大學(xué);2012年

2 王月肖;基于案例的社區(qū)教育e-learning情緒教學(xué)推理研究[D];首都師范大學(xué);2013年

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本文編號(hào)：1526789