基于规则空间的教学认知诊断模型研究

发布时间：2018-11-22 19:40

【摘要】：信息技术的快速发展使教育正在面临新的挑战和革新。由于网络学习系统的局限性计算机不能识别人的语言,因此网络学习支持系统往往通过客观题来检测学习者现有的知识水平。多年来网络学习系统的设计者对于不同的学习需要已经逐步形成了几种常见的课程结构。现有的网络支持系统往往根据学习者的测验结果来为学习者分配资源,忽视做错或做对题目的原因。由于无法及时反应线上学习者的内部心理机制,这就形成了教学测量误差。针对测验结果无法反应学习者的内部心理机制这一问题,把规则空间模型应用于设计教学认知诊断模型,一方面可以解决在网络学习系统中计算机不能识别人的心理活动的问题,及时判断出学习者的知识状态,另一方面为学习者有针对性的后续学习提供了一种可能。本文主要研究了基于规则空间的教学认知诊断模型,针对当前网络学习支持系统存在的不能真正实现个性化学习的问题,提出将规则空间模型这一测量理论应用在网络学习支持系统的设计中,更关注被试者的知识水平,使网络学习更加智能化、人性化。首先通过对有关文献深入地研究,介绍了论文的研究背景、目的、及意义,和国内外的研究现状以及本文采用的研究方法及论文整体组织结构。从而确定本课题具有研究的价值和意义。其次,基于规则空间的教学认知诊断模型部分。主要介绍了用规则空间模型进行认知诊断的具体步骤,并构建出可以用于教学认知诊断的规则空间模型。最后,在网络学习支持系统中检验模型的应用效果,并且对学生使用系统进行学习的效果进行测试,并收集实验数据分析结果。为规则空间模型在实际教学中的应用提供了参考思路。本文将教学认知诊断模型和实践相结合,通过验证并逐步完善和修正研究结果,使学生在学习兴趣、学习绩效、学习成绩等三个维度提升,提高了教学质量并最终促进课堂教学改革。
[Abstract]:With the rapid development of information technology, education is facing new challenges and innovations. Because of the limitation of the network learning system, the computer can not recognize the language of people, so the network learning support system often detects the learners' existing knowledge level through the objective questions. Over the years, the designers of the network learning system have gradually formed several common curriculum structures for different learning needs. The existing network support systems often allocate resources to learners according to their test results, ignoring the reasons for making mistakes or doing the right questions. Due to the inability to respond to the internal psychological mechanism of online learners in time, this resulted in teaching measurement errors. Aiming at the problem that the test results can not reflect the inner psychological mechanism of learners, the rule space model is applied to design the diagnostic model of teaching cognition. On the one hand, it can solve the problem that the computer can not recognize the psychological activities of people in the network learning system, and judge the knowledge state of the learners in time, on the other hand, it provides a possibility for the learners to follow up learning. This paper mainly studies the model of teaching cognition diagnosis based on rule space, aiming at the problem that the current network learning support system can not really realize individualized learning. The rule space model is applied to the design of the network learning support system. It pays more attention to the knowledge level of the subjects and makes the network learning more intelligent and humanized. Firstly, the research background, purpose and significance of the paper are introduced, and the research methods and the overall organization structure of the paper are also introduced. The research results are as follows: (1) the research background, the purpose, the significance, and the current research situation at home and abroad. In order to determine the value and significance of the study. Secondly, the part of teaching cognitive diagnosis model based on rule space. This paper mainly introduces the concrete steps of cognitive diagnosis by rule space model, and constructs a rule space model which can be used in teaching cognitive diagnosis. Finally, the application effect of the model is tested in the network learning support system, and the effect of students learning with the system is tested, and the experimental data analysis results are collected. It provides a reference for the application of rule space model in practical teaching. This paper combines the diagnostic model of teaching cognition with practice, through the verification and gradual improvement and revision of the research results, students in the three dimensions of learning interest, learning performance, improve the performance. Improve the quality of teaching and ultimately promote classroom teaching reform.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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