网络环境下个性化学习行为与效果的研究

发布时间：2018-02-21 06:03

本文关键词： E-learning系统个性化学习行为人格因素模型　出处：《广东技术师范学院》2013年硕士论文　论文类型：学位论文

【摘要】：随着广州市各中等职业学校进行“工学结合”课程改革的深入开展，采用网络化教学是在企业实践期间学校老师管理和教育学生一种很好的方法和渠道，但是传统的网络教学中缺乏教师的监控与指导，直接影响到学生的学习成效。基于此，本文针对个性化学习行为对网络学习效果的影响进行了研究，主要做了以下几个方面的工作：分析了“工学结合”人才培养模式、E-learning系统教学模式、网络学习行为、网络学习行为实时监控和个性这几者的概念、特征和相互之间的关联，提出传统网络教学中存在的问题，找到了本文研究的切入点，提出在网络学习中加入学生个性分析和实时监控机制，提升学生网络学习的有效性。使用艾森克人格问卷(EPQ)调查在岗实习学生，利用SPSS19.0软件重点分析人格因素对学习者个性化学习效果的影响，并得出结论。以工学结合模式、行为科学、人格理论作为理论基础，结合人格问卷调查结果设计并实现了一个模型。此模型能够将实时监控采集得出的个性行为数据归类生成一系列的反馈意见和学习指导方案，更加直观地将呈现给学生，便于学生实施自我监控和自我调控并使其及时修正自己的学习计划和学习态度。它适当地弥补了网络学习中缺乏教师监控和指导的不足，，为教师做出个性化辅导提供了依据，对学生学习状况及时监督提醒，有效改善学生进行网络学习时产生的“网络迷失”现象，从而达到师生之间教学效果的最优化。采用了实验研究法对应用效果方面，从学习成绩层面进行了分析，研究结果表明应用实时监控和学习行为统计功能的实验组的测验成绩要好于未使用实时监控和学习行为统计功能的对比组。即在本模型的支持下，学生在外部实时监控和引导下，能够及时调整学习态度和学习行为，有效的提高学生学习成绩，证明模型是有效的。
[Abstract]:With the further development of the curriculum reform of "combination of work and study" in secondary vocational schools in Guangzhou, the adoption of network teaching is a good method and channel for school teachers to manage and educate students during the period of enterprise practice. However, the lack of supervision and guidance from teachers in the traditional network teaching has a direct impact on students' learning results. Based on this, this paper studies the effect of individualized learning behavior on the effect of online learning. The main work is as follows:. This paper analyzes on the concept, characteristics and interrelation of E-learning system teaching mode, network learning behavior, real-time monitoring and personality of network learning behavior, and puts forward the problems existing in traditional network teaching. In order to improve the effectiveness of online learning, this paper proposes to add student personality analysis and real-time monitoring mechanism to the online learning. Eysenck Personality questionnaire (EPQ) was used to investigate the students in the field. The effect of personality factors on individual learning was analyzed with SPSS19.0 software, and a conclusion was drawn. Based on the combination of work and learning, behavioral science and personality theory, According to the result of personality questionnaire, a model is designed and implemented. This model can generate a series of feedback and learning guidance scheme by classifying the personality and behavior data collected by real-time monitoring, which will be presented to students more intuitively. It is convenient for students to implement self-monitoring and self-regulation and to correct their learning plans and learning attitudes in time. It can make up for the lack of monitoring and guidance of teachers in online learning and provide the basis for teachers to make individualized counseling. To supervise and remind students' learning condition in time, to effectively improve the phenomenon of "network lost" in the process of students' network learning, so as to optimize the teaching effect between teachers and students. The experimental research method is used to analyze the application effect from the aspect of learning achievement. The results showed that the test scores of the experimental group with real-time monitoring and learning behavior statistical function were better than those of the control group without real-time monitoring and learning behavior statistical function. Under the external real-time monitoring and guidance, students can adjust their learning attitude and behavior in time and improve their academic performance effectively. The model is proved to be effective.
【学位授予单位】：广东技术师范学院
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G434

【参考文献】