中小学生网络学习偏离的识别与对策研究
发布时间：2018-08-02 07:28
【摘要】：近年来随着全国中小学的“翻转课堂”和“空中课堂”的不断推行，网络教育已经在中小学教育中得到了的迅速发展，中小学生的学习方式在网络计算机技术的强有力的支持下得到了巨大改变，学习的网络自主学习已经在中小学习的生活学习中占据了重要的地位，专家学者很少注意到网络学习过程发生学习偏离的不可避免性，本文试图通过对网络自主学习过程中的学习行为进行定性定量的分析来建立一个具体的细致的与偏离有关的行为模型，为网络自主学习过程中的学习偏离情况提供识别基础，并提出改善学习偏离的对策，最后通过实验验证对策的有效性。本文的具体章节安排如下： 第一章，绪论。本章内容包括对中小学网络自主学习过程中学习偏离现象的研究背景和意义的概括，在对中小学偏离现象的研究现状的总结基础上提出了本文的研究方法、研究目标以及主要的研究内容。 第二章，理论基础及相关概念界定。主要介绍了本研究的相关概念界定，通过对学习行为理论的引入，阐述了学习偏离的概念界定，并介绍了元认知理论思想。 第三章，网络学习偏离的识别。本章作为本文的一个重点，在对网络学习行为深入的系统的更为细致的分析研究的基础上，建立了基于学习任务的层次化的网络学习行为模型，得到了网络自主学习行为与学习偏离的联系，在此基础上建立了学习偏离的识别模型，为网络学习偏离的识别提供了依据。 第四章，改善学习偏离策略的设计与实现。本章是本文的另一个重点，在上述学习行为模型的基础上分析了元认知指导思想与学习者学习状态之间的关系，为学习者提供基于元认知的改善偏离策略，并在此基础上设计并实现了以元认知的指导模型的学习服务。 第五章，改善偏离策略的评估研究。通过实验对所设计的服务进行评估研究，验证了策略的有效性。 第六章，总结与展望。总结了本文的主要工作，，并指出了本研究的不足，在此基础上对下一步的工作进行展望。 本文通过在对网络学习过程中的学习行为的分析研究，建立基于学习任务的网络学习行为模型，通过寻找学习偏离与学习行为的联系来实现网络学习偏离的识别模型，在此基础上提出基于元认知的改善学习偏离的策略，并通过利用眼动仪对学习行为进行数据收集，使用Verbal protocol分析法对学习行为进行定性定量的分析，利用SPSS统计工具对行为数据进行分析来对该策略进行评估研究，希望本研究可以作为个性化的自适应学习的一部分为网络教育的发展贡献一份力量。
[Abstract]:In recent years, with the continuous implementation of "flipping classroom" and "aerial classroom" in primary and secondary schools throughout the country, network education has been developing rapidly in primary and secondary education. The learning style of primary and middle school students has been greatly changed with the strong support of network computer technology. Self-regulated learning on the network has already occupied an important position in the life learning of middle and small schools. Experts and scholars seldom pay attention to the inevitability of learning deviation in the process of online learning. This paper attempts to establish a specific and detailed behavioral model related to deviation by qualitative and quantitative analysis of the learning behavior in the process of web-based autonomous learning, which provides a basis for identifying the learning deviation in the process of web-based autonomous learning. Finally, the effectiveness of the strategy is verified by experiments. The specific chapters of this paper are arranged as follows: chapter one, introduction. The content of this chapter includes a summary of the research background and significance of the phenomenon of learning deviation in the process of network autonomous learning in primary and secondary schools. Based on the summary of the current research situation of the phenomenon of deviation in primary and secondary schools, the research methods of this paper are put forward. Research objectives and main research contents. The second chapter, the theoretical basis and the definition of relevant concepts. This paper mainly introduces the definition of the relevant concepts of this study, through the introduction of learning behavior theory, expounds the concept of learning deviation, and introduces the metacognitive theory. The third chapter, the identification of network learning deviation. In this chapter, as a key point of this paper, a hierarchical learning behavior model based on learning tasks is established on the basis of a more detailed analysis and study of the network learning behavior. The relationship between autonomous learning behavior and learning deviation is obtained, and a recognition model of learning deviation is established, which provides a basis for the identification of learning deviation. Chapter 4, improve the design and implementation of learning deviation strategy. This chapter is another important part of this paper. On the basis of the above learning behavior model, this chapter analyzes the relationship between metacognitive guiding ideology and learners' learning state, and provides metacognitive improvement deviation strategies for learners. On this basis, the learning service of metacognitive guidance model is designed and implemented. The fifth chapter, the evaluation research of improving deviation strategy. The effectiveness of the strategy is verified by the evaluation of the designed service. Chapter six, summary and prospect. The main work of this paper is summarized, and the deficiency of this study is pointed out. On the basis of this, the future work is prospected. In this paper, through the analysis of learning behavior in the process of e-learning, the model of web-based learning behavior based on learning task is established, and the identification model of network learning deviation is realized by looking for the relationship between learning deviation and learning behavior. On this basis, the strategy of improving learning deviation based on metacognition is put forward, and the learning behavior is analyzed qualitatively and quantitatively by using eye movement instrument to collect data, and Verbal protocol method is used to analyze learning behavior qualitatively and quantitatively. Using the SPSS statistical tool to analyze the behavior data to evaluate the strategy, it is hoped that this study can contribute to the development of network education as part of individualized adaptive learning.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G434
本文编号：2158639
[Abstract]:In recent years, with the continuous implementation of "flipping classroom" and "aerial classroom" in primary and secondary schools throughout the country, network education has been developing rapidly in primary and secondary education. The learning style of primary and middle school students has been greatly changed with the strong support of network computer technology. Self-regulated learning on the network has already occupied an important position in the life learning of middle and small schools. Experts and scholars seldom pay attention to the inevitability of learning deviation in the process of online learning. This paper attempts to establish a specific and detailed behavioral model related to deviation by qualitative and quantitative analysis of the learning behavior in the process of web-based autonomous learning, which provides a basis for identifying the learning deviation in the process of web-based autonomous learning. Finally, the effectiveness of the strategy is verified by experiments. The specific chapters of this paper are arranged as follows: chapter one, introduction. The content of this chapter includes a summary of the research background and significance of the phenomenon of learning deviation in the process of network autonomous learning in primary and secondary schools. Based on the summary of the current research situation of the phenomenon of deviation in primary and secondary schools, the research methods of this paper are put forward. Research objectives and main research contents. The second chapter, the theoretical basis and the definition of relevant concepts. This paper mainly introduces the definition of the relevant concepts of this study, through the introduction of learning behavior theory, expounds the concept of learning deviation, and introduces the metacognitive theory. The third chapter, the identification of network learning deviation. In this chapter, as a key point of this paper, a hierarchical learning behavior model based on learning tasks is established on the basis of a more detailed analysis and study of the network learning behavior. The relationship between autonomous learning behavior and learning deviation is obtained, and a recognition model of learning deviation is established, which provides a basis for the identification of learning deviation. Chapter 4, improve the design and implementation of learning deviation strategy. This chapter is another important part of this paper. On the basis of the above learning behavior model, this chapter analyzes the relationship between metacognitive guiding ideology and learners' learning state, and provides metacognitive improvement deviation strategies for learners. On this basis, the learning service of metacognitive guidance model is designed and implemented. The fifth chapter, the evaluation research of improving deviation strategy. The effectiveness of the strategy is verified by the evaluation of the designed service. Chapter six, summary and prospect. The main work of this paper is summarized, and the deficiency of this study is pointed out. On the basis of this, the future work is prospected. In this paper, through the analysis of learning behavior in the process of e-learning, the model of web-based learning behavior based on learning task is established, and the identification model of network learning deviation is realized by looking for the relationship between learning deviation and learning behavior. On this basis, the strategy of improving learning deviation based on metacognition is put forward, and the learning behavior is analyzed qualitatively and quantitatively by using eye movement instrument to collect data, and Verbal protocol method is used to analyze learning behavior qualitatively and quantitatively. Using the SPSS statistical tool to analyze the behavior data to evaluate the strategy, it is hoped that this study can contribute to the development of network education as part of individualized adaptive learning.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G434
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