本文選題：探究式教學(xué) + WBRCCS　； 參考：《東南大學(xué)》2016年博士論文

【摘要】：探究式教學(xué)方法自提出以來一直是教育界的研究熱點(diǎn)。探究式科學(xué)教育能加深學(xué)生對科學(xué)知識的理解、掌握科學(xué)探究過程的技能、并增強(qiáng)對待科學(xué)的興趣。然而,在探究式教學(xué)過程中如何實(shí)時(shí)掌握學(xué)生的學(xué)習(xí)狀態(tài)、理解水平、興趣活動、探究成效,一直是探究式教學(xué)面臨的難點(diǎn)所在。本研究將無線傳感技術(shù)引入探究式教學(xué)課堂,設(shè)計(jì)并構(gòu)建了實(shí)時(shí)監(jiān)測學(xué)生行為響應(yīng)和認(rèn)知狀態(tài)的實(shí)驗(yàn)研究平臺(wireless based response and cognitive computing system, WBRCCS),開展探究式科學(xué)教育的實(shí)證研究。主要研究成果包括：通過使用WBRCCS系統(tǒng)采集學(xué)生的腦電信號,對學(xué)生課堂中的注意力和行為模式進(jìn)行了實(shí)時(shí)監(jiān)測。腦電信號由專門的頭戴式無線傳感器進(jìn)行采集,實(shí)時(shí)傳送至計(jì)算機(jī),計(jì)算出學(xué)生的注意力指數(shù)值,直觀地顯示學(xué)生注意力集中程度的分布情況。同時(shí),分析腦電信號中眨眼的頻次和模式,進(jìn)行學(xué)生課堂行為模式的識別。該研究為教師在教學(xué)過程中實(shí)時(shí)掌握學(xué)生的注意力和行為狀態(tài),并及時(shí)動態(tài)地調(diào)整和優(yōu)化教學(xué)策略提供了依據(jù)。通過WBRCCS系統(tǒng)對中學(xué)生科學(xué)推理能力進(jìn)行了實(shí)證研究�？茖W(xué)推理訓(xùn)練是探究式科學(xué)教育的重要內(nèi)容,也是探究式科學(xué)教育的結(jié)果。本研究使用LCTSR量表(Lawson's Classroom Test of Scientific Reasoning,2000年),利用WBRCCS系統(tǒng)的實(shí)時(shí)評測和分析功能,對南京、蘇州等地初中生和高中生的科學(xué)推理能力發(fā)展現(xiàn)狀進(jìn)行了研究。研究結(jié)果發(fā)現(xiàn)：初中一年級與初中三年級、初中每個年級與高中每個年級間科學(xué)推理能力存在顯著的統(tǒng)計(jì)差異。研究表明,學(xué)生在經(jīng)歷整個初中階段之后科學(xué)推理能力有了較顯著的提升,而在整個高中階段科學(xué)推理能力并沒有顯著變化。該研究還表明,WBRCCS系統(tǒng)是人群認(rèn)知和思維活動(如觀察、概念理解、批判性思維等)評測的有效工具。通過WBRCCS系統(tǒng)在探究式課堂教學(xué)中引入了形成性測評。該研究直接在教學(xué)環(huán)節(jié)過程中開展形成性評測,實(shí)時(shí)對評測結(jié)果進(jìn)行分析并呈現(xiàn)和反饋給教師。在教學(xué)活動結(jié)束后教師仍可進(jìn)行后續(xù)查詢和跟蹤,分析不同班級之間、不同學(xué)生之間、不同性別之間、不同屆別之間等的數(shù)據(jù)差異,對特定學(xué)生進(jìn)行個性化服務(wù),給予更有針對性的指導(dǎo)。研究表明,形成性測評能夠提升教學(xué)成效、加深學(xué)生對科學(xué)概念的理解并增強(qiáng)學(xué)生的學(xué)習(xí)動機(jī)。本研究能夠有效提高教師的教學(xué)能力和教學(xué)質(zhì)量,為教育改革和教育政策的制定提供實(shí)證工具和數(shù)據(jù)支撐,并在以下三個方面顯示出較高的理論和應(yīng)用價(jià)值：其一,在學(xué)生的內(nèi)在思維活動和外在行為表征之間嘗試建立了實(shí)時(shí)的聯(lián)系；在教學(xué)課堂上學(xué)生的學(xué)習(xí)狀態(tài)是其對科學(xué)探究的內(nèi)心想法的行為表征；在考核環(huán)節(jié)中學(xué)生答題的正確率、答題時(shí)間、前測與后測的表現(xiàn)差異等是其努力程度、掌握程度、學(xué)習(xí)心向的結(jié)果表征。應(yīng)用WBRCCS系統(tǒng),能夠在教學(xué)進(jìn)程中通過學(xué)生的外在行為表征去了解和掌握學(xué)生的內(nèi)在思維活動,對探究式教學(xué)課件和模塊進(jìn)行實(shí)時(shí)、深入的評測。其二,通過幫助教師捕捉課堂“可教瞬間”,架設(shè)學(xué)習(xí)和教學(xué)之間的橋梁,為更好地創(chuàng)造與學(xué)生心理需求同步的教學(xué)情境打開了思路。其三,通過自動識別學(xué)習(xí)者的基礎(chǔ)特性、學(xué)習(xí)風(fēng)格和學(xué)習(xí)效果,進(jìn)而為每一個學(xué)習(xí)者提供個體性的教學(xué)內(nèi)容、練習(xí)和指導(dǎo),為適應(yīng)性學(xué)習(xí)和個性化教學(xué)提供技術(shù)支撐,這對于探究式科學(xué)教育中提高和激發(fā)學(xué)生的創(chuàng)新思維和創(chuàng)新行為是十分重要的。
[Abstract]:Inquiry teaching method has been a hot topic in educational circles since it was put forward. Inquiry based science education can deepen students' understanding of scientific knowledge, grasp the skills of scientific inquiry process, and enhance the interest in the treatment of science. However, in the course of inquiry teaching, how to grasp the students' learning state, understanding, interest activities and exploration in the course of inquiry teaching. The research has been the difficulty of inquiry teaching. This study introduces wireless sensing technology into inquiry teaching class, and designs and constructs an experimental research platform (wireless based response and cognitive computing system, WBRCCS) to monitor the behavior of students in real time (WBRCCS), and carries out the demonstration of inquiry based science education. The main research results include: using the WBRCCS system to collect the students' EEG signals, to monitor the students' attention and behavior patterns in real time. The EEG signals are collected by a special head wear wireless sensor and transferred to the computer in real time, and the students' attention value is calculated and the students are displayed directly. At the same time, the frequency and pattern of the blink of the brain electrical signals are analyzed and the students' classroom behavior patterns are identified. This study provides a basis for teachers to master the students' attention and behavior in real time in the course of teaching and to adjust and optimize the teaching strategies in time and dynamically. Through the WBRCCS system, The scientific reasoning ability of the students is an empirical study. The scientific reasoning training is the important content of the inquiry type science education and the result of the inquiry type science education. This study uses the LCTSR scale (Lawson's Classroom Test of Scientific Reasoning, 2000), and uses the real-time evaluation and analysis function of WBRCCS system, to the beginning of the Nanjing, Suzhou and other places. The scientific reasoning ability of middle school students and middle school students was studied. The results showed that there were significant statistical differences between grade one and grade three in junior high school, and the scientific reasoning ability between each grade of junior high school and each grade in high school. There is no significant change in scientific reasoning ability throughout high school. The study also shows that the WBRCCS system is an effective tool for evaluating people's cognitive and thinking activities (such as observation, conceptual understanding, critical thinking, etc.). A formative assessment is introduced in the inquiry classroom through the WBRCCS system. The study is directly in the teaching link. In the process, the formative evaluation is carried out, and the results are analyzed in real time, and the teachers are presented and fed back to the teachers. After the teaching activities, the teachers can still carry out follow-up inquiries and follow up the data differences between different classes, different students, between different sexes and between different classes, and give personalized service to specific students. More targeted guidance. The research shows that formative assessment can improve teaching effectiveness, deepen students' understanding of scientific concepts and enhance students' learning motivation. This study can effectively improve teachers' teaching ability and teaching quality, and provide empirical tools and data support for educational reform and education policy formulation, and the following three It shows a high theoretical and practical value: first, it tries to establish a real time relationship between the students' internal thinking activity and the external behavior representation. In the teaching class, the students' learning state is the behavioral representation of the inner thoughts of the scientific inquiry; the correct rate of answer and the answer time of the middle school students are examined. The difference in performance between the pre test and the post test is the degree of effort, the degree of mastery, and the result representation of learning. The application of WBRCCS system can be used to understand and master the students' internal thinking activities through the external behavior characterization of the students in the course of teaching. The teacher catches the classroom "can teach the moment", erects the bridge between the study and the teaching, and opens the train of thought to better create the teaching situation that synchronize with the students' psychological needs. Thirdly, by automatically identifying the basic characteristics of the learners, learning style and learning effect, and then providing individual teaching content, practice and guidance for each learner. It is important to provide technical support for adaptive learning and individualized teaching, which is very important for improving and stimulating students' innovative thinking and creative behavior in inquiry based science education.
【學(xué)位授予單位】：東南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：G633.98

【參考文獻(xiàn)】

相關(guān)期刊論文 前5條

1 龐蕾;李娜;王雨生;;正常人瞬目反射檢測方法的研究[J];實(shí)用口腔醫(yī)學(xué)雜志;2009年05期

2 韋軍;王琳;陸一帆;鐘宏;;高水平游泳運(yùn)動員賽前腦電特點(diǎn)與運(yùn)動成績的相關(guān)性研究[J];安徽體育科技;2009年02期

3 朱向慶;王建明;;ZigBee協(xié)議網(wǎng)絡(luò)層的研究與實(shí)現(xiàn)[J];電子技術(shù)應(yīng)用;2006年01期

4 蔡型,張思全;短距離無線通信技術(shù)綜述[J];現(xiàn)代電子技術(shù);2004年03期

5 王兆源,周龍旗;腦電信號的分析方法[J];第一軍醫(yī)大學(xué)學(xué)報(bào);2000年02期

相關(guān)碩士學(xué)位論文 前5條

1 牟華英;腦電信號特征提取的算法研究[D];華南理工大學(xué);2010年

2 潘云寬;基于ZigBee的無線傳感網(wǎng)絡(luò)環(huán)境監(jiān)測系統(tǒng)研究[D];南京理工大學(xué);2010年

3 李玲;睡眠腦電的分析處理和睡眠分期研究[D];北京交通大學(xué);2010年

4 陳曾;腦電信號在情感識別中的研究[D];西南大學(xué);2010年

5 宋建輝;無線傳感器網(wǎng)絡(luò)節(jié)點(diǎn)的設(shè)計(jì)與實(shí)現(xiàn)[D];吉林大學(xué);2009年

，

本文編號：2053005