大数据应用于教学决策的可能与限度——基于教学认识论的视角

发布时间：2018-12-31 10:31

【摘要】：随着物联网、云计算、传感技术的发展和应用,以及大规模在线课程教学的开展,基于大数据的教学决策环境日臻成熟。从数到数据再到大数据,不仅是数据的积累和结构性、功能性变化,也伴随着人们思维方式、行为方式的转变。大数据应用使教学决策的主体从人泛化和分化到技术,不仅解放了教师的劳动,而且使决策依据更丰富、过程更合理、结果更实用。但大数据分析容易忽视教学过程的因果性,并可能威胁到教学决策过程中的价值规范,因此仍不能有效解决"数"与"不可数"、"预测"与"不可预测"等终极性教学问题。这一问题的根源与技术的理想和现实之间的差距有关,也与数据本身的客观性基础有关。尽管如此,大数据拉近了可能和现实的距离,其应用于教学决策是教学方法尝试的一小步,也是教学变革的一大步。
[Abstract]:With the development and application of Internet of things, cloud computing, sensor technology and large-scale online course teaching, the teaching decision-making environment based on big data is becoming more and more mature. From counting to data to big data, it is not only the accumulation and structure of data, the functional change, but also the change of people's way of thinking and behavior. Big data's application not only liberates the teacher's labor, but also enriches the decision basis, the process is more reasonable and the result is more practical. However, big data's analysis is easy to ignore the causality of teaching process and may threaten the value criterion in the process of teaching decision, so he can not effectively solve the ultimate teaching problems such as "number" and "uncountable", "prediction" and "unpredictable". The root of the problem is related to the gap between the ideal and reality of technology and the objectivity of the data itself. However, big data has drawn closer the distance between possibility and reality. The application of big data in teaching decision-making is a small step in teaching method and a big step in teaching reform.
【作者单位】：河南大学护理与健康学院;
【基金】：河南省2017年度科技计划发展项目“物联网发展驱动教育模式创新研究”(项目编号:172400410305)研究成果
【分类号】：G420

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