基于学习分析的数字化课堂互动优化研究
发布时间：2018-10-12 09:26
【摘要】：随着我国教育信息化的推进,数字化课堂教学得到实践,但由于信息技术与常规教学的整合力度较小,数字化课堂所具备的技术工具未得到有效设计,因此本应为课堂现状带来显著改变的技术还未能激发课堂的巨大潜能。课堂互动作为教学活动的活跃组成因素,直接影响着教学效果与质量,数字化课堂互动的优化对数字化课堂的建设有着重要意义。因此,本研究将从学习分析视角切入数字化课堂互动的优化,探索如何应用技术对数字化课堂互动行为数据进行收集、处理、分析,以实时预估学习者未来的状态和行为,为教师把握课堂互动开展的精准时机和精准对象提供有效数据支撑,从而采取有效教学干预与策略调整。一方面为提高课堂互动有效性提供新的技术方法与路径,另一方面以期加强信息技术与课堂教学的深度融合,助力于数字化课堂的建设。本研究对课堂互动行为分析体系进行梳理,设计数字化课堂互动实录视频编码表及调查问卷,从实证与文献相结合的角度,了解当前数字化课堂互动现状并根据其存在的问题归纳出数字化课堂互动优化框架的设计思想。本研究基于已有的学习分析模型,在课堂教学行为、学习设计以及精准教学三大教育指导理论与相关技术理论支持下,提出基于学习分析的数字化课堂互动优化框架。该框架包含数字化课堂互动数据的收集、处理、分析及应用流程,共分为数据收集层、行为分析层以及教学应用层三个层级。再从解决实际教学问题出发,应用该框架设计"问题学生预警"与"自适应资源推送"两个案例,并进行对应功能的交互原型开发。最终通过专家访谈与数字化课堂教师问卷调查两种形式对两个案例进行有效性评估,评估结果显示案例的功能设计均契合实际需求,具备可行性,且对当前数字化课堂互动有优化作用。基于学习分析的数字化课堂互动优化框架作为一项通用框架,旨在为数字化课堂互动提供优化方案的设计与实施思路,具有较好的研究价值与实用意义。
[Abstract]:With the development of educational informatization in our country, digital classroom teaching has been put into practice. However, due to the small integration of information technology and conventional teaching, the technical tools of digital classroom have not been effectively designed. Thus, technologies that should have brought about a significant change in classroom status have not yet unleashed the enormous potential of the classroom. Classroom interaction, as an active component of teaching activities, directly affects the teaching effect and quality. The optimization of digital classroom interaction is of great significance to the construction of digital classroom. Therefore, from the perspective of learning analysis, this study will explore how to use the technology to collect, process and analyze the data of digital classroom interaction behavior, so as to predict learners' future state and behavior in real time. It provides effective data support for teachers to grasp the precise timing and precision objects of classroom interaction, and then take effective teaching intervention and strategy adjustment. On the one hand, it provides a new technical method and path to improve the effectiveness of classroom interaction, on the other hand, it aims to strengthen the deep integration of information technology and classroom teaching, and to help the construction of digital classroom. This study combs the classroom interaction behavior analysis system, designs the digital classroom interactive video coding table and questionnaire, from the perspective of empirical and literature combination, To understand the current situation of digital classroom interaction and summarize the design idea of digital classroom interaction optimization framework according to its existing problems. This study is based on the existing learning analysis model, supported by three educational guidance theories, including classroom teaching behavior, learning design and precision teaching, and puts forward a digital classroom interaction optimization framework based on learning analysis. The framework includes the collection, processing, analysis and application of digital classroom interactive data, which is divided into three levels: data collection layer, behavior analysis layer and teaching application layer. In order to solve practical teaching problems, this paper designs two cases of "problem student early warning" and "adaptive resource push" by using this framework, and develops the interactive prototype of corresponding function. Finally, through expert interview and digital classroom teacher questionnaire, the effectiveness of the two cases is evaluated. The results show that the functional design of the case meets the actual needs and is feasible. And to the current digital classroom interaction has the optimization function. As a general framework, the framework of digital classroom interaction optimization based on learning analysis is designed to provide the design and implementation of optimization scheme for digital classroom interaction, which has good research value and practical significance.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434
[Abstract]:With the development of educational informatization in our country, digital classroom teaching has been put into practice. However, due to the small integration of information technology and conventional teaching, the technical tools of digital classroom have not been effectively designed. Thus, technologies that should have brought about a significant change in classroom status have not yet unleashed the enormous potential of the classroom. Classroom interaction, as an active component of teaching activities, directly affects the teaching effect and quality. The optimization of digital classroom interaction is of great significance to the construction of digital classroom. Therefore, from the perspective of learning analysis, this study will explore how to use the technology to collect, process and analyze the data of digital classroom interaction behavior, so as to predict learners' future state and behavior in real time. It provides effective data support for teachers to grasp the precise timing and precision objects of classroom interaction, and then take effective teaching intervention and strategy adjustment. On the one hand, it provides a new technical method and path to improve the effectiveness of classroom interaction, on the other hand, it aims to strengthen the deep integration of information technology and classroom teaching, and to help the construction of digital classroom. This study combs the classroom interaction behavior analysis system, designs the digital classroom interactive video coding table and questionnaire, from the perspective of empirical and literature combination, To understand the current situation of digital classroom interaction and summarize the design idea of digital classroom interaction optimization framework according to its existing problems. This study is based on the existing learning analysis model, supported by three educational guidance theories, including classroom teaching behavior, learning design and precision teaching, and puts forward a digital classroom interaction optimization framework based on learning analysis. The framework includes the collection, processing, analysis and application of digital classroom interactive data, which is divided into three levels: data collection layer, behavior analysis layer and teaching application layer. In order to solve practical teaching problems, this paper designs two cases of "problem student early warning" and "adaptive resource push" by using this framework, and develops the interactive prototype of corresponding function. Finally, through expert interview and digital classroom teacher questionnaire, the effectiveness of the two cases is evaluated. The results show that the functional design of the case meets the actual needs and is feasible. And to the current digital classroom interaction has the optimization function. As a general framework, the framework of digital classroom interaction optimization based on learning analysis is designed to provide the design and implementation of optimization scheme for digital classroom interaction, which has good research value and practical significance.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434
【参考文献】
相关期刊论文 前10条
1 任友群;郑旭东;吴e，
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