本文關(guān)鍵詞：學(xué)習(xí)分析技術(shù)在初中信息技術(shù)教學(xué)中的應(yīng)用研究　出處：《渤海大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 學(xué)習(xí)分析技術(shù) 個(gè)性化教學(xué) 教學(xué)輔助平臺(tái) 初中信息技術(shù)

【摘要】：隨著全球信息化的快速發(fā)展,國(guó)內(nèi)涌現(xiàn)出諸多學(xué)習(xí)平臺(tái),這些平臺(tái)能夠記錄與學(xué)習(xí)者相關(guān)的行為信息,也就是“大數(shù)據(jù)”。面對(duì)著大數(shù)據(jù)的快速發(fā)展,教育者們開(kāi)始設(shè)想如何才能將大數(shù)據(jù)加以利用,以優(yōu)化學(xué)習(xí)過(guò)程。此時(shí),“學(xué)習(xí)分析技術(shù)”逐漸走入人們的視野之中,人們開(kāi)始試圖將兩者加以融合,以滿足初中信息技術(shù)課程標(biāo)準(zhǔn)的根本目標(biāo),實(shí)現(xiàn)學(xué)生個(gè)性化發(fā)展�；诖髷�(shù)據(jù)背景下,利用學(xué)習(xí)分析技術(shù)進(jìn)行信息挖掘與關(guān)聯(lián)分析,使得教師能夠預(yù)測(cè)學(xué)生的學(xué)習(xí)行為、評(píng)估學(xué)生的學(xué)習(xí)效果、發(fā)現(xiàn)學(xué)生學(xué)習(xí)過(guò)程中的問(wèn)題,從而進(jìn)行有針對(duì)性地干預(yù),并進(jìn)行有效地指導(dǎo),及時(shí)調(diào)整教學(xué)策略,實(shí)現(xiàn)因材施教。本研究借鑒國(guó)內(nèi)外專家學(xué)者的研究經(jīng)驗(yàn),構(gòu)建學(xué)習(xí)分析模型,選取learnsite教學(xué)輔助平臺(tái),進(jìn)行為期一學(xué)期的初中信息技術(shù)教學(xué)。收集與整理學(xué)生在學(xué)習(xí)過(guò)程中形成的行為數(shù)據(jù),運(yùn)用定量與定性相結(jié)合的分析方法,利用node XL分析工具,對(duì)不同模塊獲取到的數(shù)據(jù)加以分析,通過(guò)分析結(jié)果的反饋,干預(yù)學(xué)生的學(xué)習(xí)行為,以促進(jìn)學(xué)生的個(gè)性化發(fā)展。本研究首先采用文獻(xiàn)分析法,收集與整理國(guó)內(nèi)外相關(guān)的參考文獻(xiàn),并對(duì)學(xué)習(xí)分析技術(shù)的研究現(xiàn)狀進(jìn)行綜述,闡述相關(guān)理論依據(jù)。其次,總結(jié)初中信息技術(shù)課程的特點(diǎn)和教學(xué)現(xiàn)狀,指出學(xué)習(xí)分析技術(shù)應(yīng)用于初中信息技術(shù)教學(xué)中的必要性。再次,介紹learnsite教學(xué)輔助平臺(tái)的實(shí)施環(huán)境,并依據(jù)前人研究成果,構(gòu)建基于學(xué)習(xí)分析技術(shù)的個(gè)性化教學(xué)模型。然后,采用實(shí)驗(yàn)研究法,展示了一個(gè)運(yùn)用學(xué)習(xí)分析技術(shù)進(jìn)行教學(xué)的教學(xué)案例,將其中的學(xué)習(xí)分析過(guò)程進(jìn)行詳盡地描述,并通過(guò)一整個(gè)學(xué)期的對(duì)比實(shí)驗(yàn),分別從教師教學(xué)效果、學(xué)生學(xué)習(xí)成績(jī)、問(wèn)卷調(diào)查結(jié)果及學(xué)生訪談內(nèi)容四個(gè)方面進(jìn)行分析,以此證明學(xué)習(xí)分析技術(shù)應(yīng)用于初中信息技術(shù)教學(xué)是有利于學(xué)習(xí)效果的提升及優(yōu)化的。最后進(jìn)行研究總結(jié),反思實(shí)驗(yàn)的不足之處,并對(duì)研究的進(jìn)一步展開(kāi)進(jìn)行展望。
[Abstract]:With the rapid development of global information technology, many learning platforms have emerged in China. These platforms can record behavior information related to learners, namely big data. In the face of the rapid development of large data, educators have begun to imagine how to make use of large data to optimize the learning process. At this time, "learning analysis technology" has gradually entered into the field of vision. People began to try to integrate them to meet the basic goal of junior high school information technology curriculum standards, and to achieve personalized development of students. Based on the background of big data, analysis the analysis of data mining and association learning, so teachers can predict students' learning behavior and evaluate the learning effect of students, found that students in the learning process, so as to carry out targeted intervention, and effective guidance, timely adjustment of teaching strategies, with the realization of. This research draws lessons from domestic and foreign experts and scholars' research experience, builds learning analysis model, selects learnsite teaching aids platform, and carries out one semester's junior high school information technology teaching. The behavioral data collection and collation of students in the learning process, the analysis method of combining quantitative and qualitative analysis tools, using node XL, to get the different modules of the data analysis, through the feedback of the results, students' learning behavior intervention, to promote students' individual development. First, we use literature analysis method to collect and collate relevant references at home and abroad, and summarize the current research status of learning analysis technology, and elaborate the relevant theoretical basis. Secondly, it summarizes the characteristics and teaching status of the junior middle school information technology course, and points out the necessity of applying the learning analysis technology to the teaching of information technology in junior middle school. Thirdly, the implementation environment of the learnsite teaching assistant platform is introduced, and the personalized teaching model based on the learning analysis technology is built on the basis of the previous research results. Then, this study presents a learning analysis technology for teaching cases, the learning process analysis described in detail, and through the contrast experiment for a whole semester, respectively, from the teachers' teaching effect and students' learning achievement, the results of a questionnaire survey and interviews in four aspects in order to prove that learning analysis technology is applied in the junior middle school information technology teaching is conducive to learning and enhance the optimization effect. Finally, a summary of the research is carried out, and the shortcomings of the experiment are reflected, and the further development of the research is prospected.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.67

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