基于智能导学系统自我调节学习模型设计与实证研究

发布时间：2018-04-22 11:49

本文选题：智能导学系统 + 自我调节学习　；参考：《东北师范大学》2017年硕士论文

【摘要】：学习管理系统、个人学习空间和智能导学系统等开放学习环境以学习者为中心,为学生提供一些参与真正和复杂问题解决任务的机会,这些经验可支持学生更深度地学习,也支持未来学习策略发展。但是任何环境学习通常都是自我调节学习,对于某些学生来说很容易产生迷航,产生认知负荷问题。而针对学习者一对一辅导智能导学系统研究与应用在世界上不断兴起,借助人工智能技术为学生提供个性化学习支架,其功能特性有效地解决学生认知困境。本研究核心是智能导学系统环境下,学生按照怎样的自我调节学习过程,能有效解决信息迷航问题。首先梳理研究现状、相关概念和理论基础,包括智能导学系统分类、自我调节学习等,综述相关研究发现和不足。其次,利用文献综述、实际运行和国内外智能导学系统开发与设计,分析智能导学系统内部结构和外部结构,针对本研究展开的自我调节学习研究,限定智能导学系统界面特征。同时分析和归纳基于智能导学系统自我调节学习成分,并针对自我调节学习成分,分析学习者自我调节学习过程认知调节、元认知调节和情绪调节,构建基于智能导学系统自我调节学习概念模型。然后,分析智能导学系统环境下学习流程和学习过程,参照自我调节学习过程模型和计算机环境下自我调节学习阶段,设计基于智能导学系统自我调节学习过程模型。最后,以Betty’s Brain智能导学系统为例,针对初中三年级学生实证分析,学生根据自我调节学习过程进行学习,调查学生自我调节学习效果,结果表明大部分学生有效地调节自己的认知、元认知和情绪。可见,智能导学系统环境下学习者自我调节学习过程深刻地影响学习,为学生学和教师教提供很大效益,为教育教学带来很大便捷性和可用性。
[Abstract]:Open learning environments, such as learning management systems, personal learning spaces and intelligent learning guidance systems, are learner-centred and provide students with opportunities to participate in real and complex problem-solving tasks that support deeper learning. It also supports the development of future learning strategies. However, any environmental learning is usually self-regulated learning, for some students are prone to confusion, cognitive load problems. In the light of the rising of the research and application of one-to-one tutoring intelligent learning system in the world, with the aid of artificial intelligence technology to provide individualized learning scaffolds for students, its functional characteristics can effectively solve the cognitive dilemma of students. The core of this study is what kind of self-regulated learning process students follow under the environment of intelligent learning guidance system which can effectively solve the problem of information confusion. Firstly, the research status, related concepts and theoretical basis, including intelligent guidance system classification, self-regulated learning and so on, are reviewed. Secondly, using literature review, practical operation and the development and design of intelligent guidance system at home and abroad, the internal and external structures of intelligent guidance system are analyzed, and the self-regulated learning research carried out in this study is carried out. Define the interface features of the intelligent guidance system. At the same time, it analyzes and induces the self-regulated learning components based on the intelligent guidance system, and analyzes the cognitive regulation, metacognitive regulation and emotional regulation of the self-regulated learning process, aiming at the self-regulated learning components. A conceptual model of self-regulated learning based on intelligent learning guidance system is constructed. Then, the learning process and learning process in the intelligent learning guidance system are analyzed. According to the self-regulated learning process model and the self-regulated learning stage in the computer environment, the self-regulated learning process model based on the intelligent guidance learning system is designed. Finally, taking Betty's Brain intelligent learning guidance system as an example, according to the positive analysis of junior middle school students, the students study according to the self-regulated learning process, and investigate the effect of self-regulated learning. The results show that most students regulate their cognition, metacognition and emotion effectively. It can be seen that learners' self-regulated learning process in the environment of intelligent learning guidance system has a profound impact on learning, provides great benefits for students' learning and teachers' teaching, and brings great convenience and availability to education and teaching.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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