本文選題：學(xué)習(xí)風(fēng)格　切入點(diǎn)：行為特征　出處：《遼寧師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：學(xué)習(xí)風(fēng)格是表現(xiàn)學(xué)習(xí)者個性差異的主要因素之一，學(xué)習(xí)者的學(xué)習(xí)風(fēng)格對提高數(shù)字化學(xué)習(xí)的效率是重要的。學(xué)習(xí)風(fēng)格的研究起源于西方心理學(xué)領(lǐng)域，隨后學(xué)者們從認(rèn)知、人格、互動等多個方面探討這一課題，并為其建立了多種理論模型。隨著研究的深入，研究者開始整合已形成的紛繁復(fù)雜的學(xué)習(xí)風(fēng)格模型，并探求統(tǒng)一于模型背后的東西。其中學(xué)習(xí)風(fēng)格的測量工具是鏈接教育學(xué)習(xí)實(shí)踐與學(xué)習(xí)風(fēng)格理論的橋梁，服務(wù)于各個模型理論，最終服務(wù)于廣大教學(xué)者和學(xué)習(xí)者。 在對已有的研究成果進(jìn)行考察時發(fā)現(xiàn)常見測量學(xué)習(xí)風(fēng)格的方法包括問卷法、測驗(yàn)法等。這些傳統(tǒng)的預(yù)測學(xué)習(xí)風(fēng)格的方法只能通過學(xué)習(xí)者填寫的信息進(jìn)行預(yù)測，主觀判斷強(qiáng)烈，獲得的變量常常受到共同方法誤差的污染，導(dǎo)致預(yù)測結(jié)果不準(zhǔn)確。學(xué)習(xí)風(fēng)格量表的測試題目形式單一內(nèi)容枯燥，會使學(xué)習(xí)者厭倦而隨意填寫，甚至?xí)a(chǎn)生與實(shí)際完全相反的結(jié)果。 針對顯性預(yù)測方法中被測者主觀因素嚴(yán)重影響預(yù)測結(jié)果的問題，本文首先詳細(xì)闡述和辨析了學(xué)習(xí)風(fēng)格的定義，再分析表情行為特征與學(xué)習(xí)風(fēng)格之間的關(guān)系，介紹了各種學(xué)習(xí)風(fēng)格模型，并分析各種學(xué)習(xí)風(fēng)格類型的學(xué)習(xí)者的特征表現(xiàn)，最后提出了基于表情和行為特征的學(xué)習(xí)風(fēng)格顯性預(yù)測方法，采用多媒體形式展示測試材料，通過獲取學(xué)習(xí)者處理測試材料時的表情和行為特征對其學(xué)習(xí)風(fēng)格進(jìn)行預(yù)測。生動的測試材料展現(xiàn)，，實(shí)時的表情獲取，以及動態(tài)的答案選擇和反應(yīng)時間分析，可以更多地獲取與學(xué)習(xí)風(fēng)格有關(guān)的客觀特征信息，從而使結(jié)果更準(zhǔn)確。
[Abstract]:Learning style is one of the main factors to express learners' personality difference, and learners' learning style is important to improve the efficiency of digital learning. The study of learning style originated in the field of western psychology. Interaction and other aspects of this subject have been explored, and various theoretical models have been established for it. With the deepening of the research, researchers have begun to integrate the various and complex learning style models that have been formed. The measurement tool of learning style is the bridge between learning practice and learning style theory, which serves each model theory, and finally serves the majority of teachers and learners. In the investigation of the existing research results, we found that the common methods of measuring learning style include questionnaire method, test method and so on. These traditional methods of predicting learning style can only be predicted by the information filled in by the learner, and the subjective judgment is strong. The variables obtained are often contaminated by common method errors, resulting in inaccurate prediction results. It can even produce the exact opposite of the actual result. In order to solve the problem that the subjective factors of the subjects in the dominant prediction method seriously affect the prediction results, this paper firstly elaborates and discriminates the definition of learning style, and then analyzes the relationship between expression behavior and learning style. This paper introduces various learning style models, and analyzes the characteristics of learners with different learning styles. Finally, an explicit prediction method of learning style based on facial expression and behavioral features is proposed, and the test materials are displayed in multimedia form. The learning style is predicted by acquiring the expression and behavior characteristics of the learners when they deal with the test materials. Vivid test material presentation, real-time expression acquisition, dynamic answer selection and response time analysis. More objective feature information about learning style can be obtained to make the result more accurate.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842.3

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