教育部于2017年頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》中明確指出在課程實(shí)施過(guò)程中,確保虛擬現(xiàn)實(shí)、人工智能、大數(shù)據(jù)等新技術(shù)的應(yīng)用有助于促進(jìn)學(xué)生的有效學(xué)習(xí)和英語(yǔ)學(xué)科核心素養(yǎng)的形成與發(fā)展。在信息化時(shí)代,數(shù)據(jù)技術(shù)廣泛應(yīng)用于各個(gè)領(lǐng)域,隨著教育大數(shù)據(jù)的廣泛挖掘和發(fā)展,學(xué)習(xí)診斷系統(tǒng)應(yīng)運(yùn)而生。學(xué)習(xí)診斷系統(tǒng)能夠收集豐富的數(shù)據(jù)和信息,對(duì)學(xué)習(xí)和教學(xué)的效果提供即時(shí)反饋,并成功地將教育測(cè)量納入教學(xué)過(guò)程。針對(duì)當(dāng)前班級(jí)授課制模式下實(shí)施的教學(xué)無(wú)法同時(shí)滿足全體和學(xué)生個(gè)體的需求,考試只有分?jǐn)?shù),沒(méi)有診斷和評(píng)價(jià)的難題,本研究旨在探討將學(xué)習(xí)診斷系統(tǒng)應(yīng)用于高中英語(yǔ)教學(xué),并試圖回答以下兩個(gè)問(wèn)題:1.學(xué)習(xí)診斷系統(tǒng)對(duì)提高學(xué)生英語(yǔ)水平有什么作用?2.基于學(xué)習(xí)診斷系統(tǒng),學(xué)生對(duì)于英語(yǔ)學(xué)習(xí)的態(tài)度有什么變化?本研究選取沈陽(yáng)市某高中高三年級(jí)文科9、10班B層次（英語(yǔ)學(xué)科學(xué)業(yè)水平中等程度）25名學(xué)生作為研究對(duì)象。研究分兩輪進(jìn)行,共計(jì)15周,每一輪的行動(dòng)研究都按照“計(jì)劃”、“行動(dòng)”、“觀察”與“反思”的步驟展開(kāi)。在行動(dòng)研究過(guò)程中,根據(jù)學(xué)習(xí)診斷系統(tǒng)提供的數(shù)據(jù),筆者有針對(duì)性的進(jìn)行教學(xué)目標(biāo)的設(shè)計(jì)、教學(xué)內(nèi)容的安排、教學(xué)策略的選擇、學(xué)生作業(yè)的布置及個(gè)性化課后輔導(dǎo)的開(kāi)... 

【文章來(lái)源】：沈陽(yáng)師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：114 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the Thesis
Chapter2 Literature Review
    2.1 Introduction to Learning Diagnosis and Learning Diagnosis System
        2.1.1 Learning Diagnosis
        2.1.2 Learning Diagnosis System
        2.1.3 Functions of the Learning Diagnosis System
    2.2 Action Research
        2.2.1 Definition of Action Research
        2.2.2 Characteristics of Action Research
        2.2.3 Process of Action Research
    2.3 Theoretical Basis
        2.3.1 Tyler’s Evaluation Principle
        2.3.2 Bloom’s Taxonomy of Educational Objectives
        2.3.3 Cognitive Diagnostic Theory
    2.4 Previous Studies of Learning Diagnosis System in English Teaching at Home and Abroad
        2.4.1 Previous Studies at Home
        2.4.2 Previous Studies Abroad
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
        3.3.3 Test
    3.4 Data Collection and Analysis
Chapter4 The First-round Action Research
    4.1 Identifying Problems
    4.2 Making the Action Plan
    4.3 Implementing the Action Plan
    4.4 Reflection and Evaluation
        4.4.1 Analysis of the Results of Questionnaire One
        4.4.2 Analysis of the Results of the Interview
        4.4.3 Analysis of Tests
    4.5 Summary
        4.5.1 Major Achievements
        4.5.2 Major Problems
Chapter5 The Second-round Action Research
    5.1 Identifying Problems
    5.2 Adjustment of the Action Plan
    5.3 Implementing the Action Plan
    5.4 Reflection and Evaluation
        5.4.1 Analysis of the Results of Questionnaire Two
        5.4.2 Analysis of the Results of Interview
        5.4.3 Analysis of Tests
    5.5 Summary
        5.5.1 Major Achievements
        5.5.2 Major Problems
    5.6 Discussion
        5.6.1 Discussion on the Effect of Learning Diagnosis System on Improving Students’ English Proficiency
        5.6.2 Discussion on the Change of Students’s Attitude towards English Learning Based on Learning Diagnosis System
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Further Study
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E


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碩士論文
[1]學(xué)習(xí)診斷系統(tǒng)在教學(xué)質(zhì)量管理中應(yīng)用的研究[D]. 呂叔陽(yáng).上海師范大學(xué) 2018



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