网络学习者模型构建及其个性化学习服务研究

发布时间：2018-11-03 11:00

【摘要】：随着互联网技术的发展，web2.0的时代已经正式到来，在这个时代中的一些社会性软件的使用早已融入到人们的生活之中。近年来，关于web2.0环境下的网络学习研究也呈现越来越多的趋势。本文即在这个背景下，作为“基于知识模型的个性化网络教学研究”课题的第一阶段子研究，以非正式学习的视角，讨论web2.0环境下非正式学习中网络学习者的学习行为。在此，，一方面对web2.0环境下非正式学习的学习特点进行探讨，另一方面对网络学习者进行web2.0环境下非正式学习情况的问卷调查。在对问卷进行结果分析的基础之上，本文提出了一个web2.0环境下的非正式学习框架。在其中对该环境下的典型学习行为过程及特点进行了归纳。在目前的一些网络学习行为的分析中往往以理性行为理论和计划行为理论为理论基础，本文基于web2.0环境下的非正式网络学习特点，从学习活动框架理论、凯斯利投入学习理论这两个较早提出的网络学习理论出发，在行为科学理论分析指导之下，结合web2.0环境下非正式学习框架，提出三种学习环境下的网络学习行为模式，分别是自主学习环境下的主题—探究网络学习行为模式、协作学习环境下的投入—协作网络学习行为模式以及信息加工环境下的加工—反思网络学习行为模式。在三个模式中分别对相应的具体学习行为进行了归纳。在此基础之上本文重点提出了一个web2.0环境下非正式学习学习行为模式下的网络学习者模型——LBLSLF-LBCMLS网络学习者模型。模型包含了LSLF网络学习中的与学习行为相对应的基于学习风格的学习特征模块和CMLS利用概念图的反映知识点关系特点的学习状态模块以及基于学习者模型规范的信息模型。其中，LBCMLS学习状态模块从不同网络学习行为中学习知识点与学习阶段的关系角度出发，利用知识点概念的表现形式反映学习者的知识学习状态。以教育技术学科树作为领域知识概念图例图，文中也对不同类型的知识点概念图自动生成过程进行了分析。本文在文献调研的基础上分析了当前网络个性化学习服务的类型，并紧密结合LBLSLF-LBCMLS网络学习者模型中对三种学习环境下各种学习者行为的分析挖掘设计了促进网络个性化学习的学习服务，分析了每个服务的功能设计流程。最后，本文设计了一个网络学习者模型及其服务的实例研究，对学习知识点挖掘导航服务评价及其中知识点挖掘概念图的准确性进行了调研验证。
[Abstract]:With the development of Internet technology, the era of web2.0 has come, in which some social software has been integrated into people's life. In recent years, the research on network learning under the web2.0 environment also presents more and more trends. In this context, this paper, as the first stage of the topic of "individualized web-based teaching research based on knowledge model", discusses the learning behavior of network learners in the web2.0 environment from the perspective of informal learning. On the one hand, we discuss the characteristics of informal learning in web2.0 environment, and on the other hand, we make a questionnaire survey on informal learning in web2.0 environment. Based on the analysis of the results of the questionnaire, this paper proposes an informal learning framework in web2.0 environment. The typical learning process and characteristics in this environment are summarized. In the analysis of some online learning behaviors, the rational behavior theory and the planning behavior theory are often used in the analysis. Based on the characteristics of informal network learning under the web2.0 environment, this paper starts with the framework theory of learning activities. Under the guidance of behavioral science theory and informal learning framework under the guidance of behavioral science theory, Kesley put forward three e-learning behavior models under web2.0 environment. It is the theme of autonomous learning environment-inquiry network learning behavior model, collaborative learning environment input-collaborative network learning behavior model and information processing environment of process-reflection network learning behavior model. In the three models, the corresponding specific learning behaviors are summarized. On the basis of this, this paper puts forward an informal learning behavior model in web2.0 environment, which is called LBLSLF-LBCMLS network learner model. The model includes learning styles-based learning feature module corresponding to learning behavior in LSLF network learning, learning state module based on concept map and information model based on learner model specification. Among them, the LBCMLS learning state module is based on the relationship between the learning knowledge points and the learning stages in different network learning behaviors, and uses the expression form of the knowledge point concept to reflect the learners' knowledge learning state. Taking the subject tree of educational technology as the legend diagram of domain knowledge concept, this paper also analyzes the automatic generation process of different types of knowledge point concept map. On the basis of literature research, this paper analyzes the types of network personalized learning services. Combined with the analysis and mining of three kinds of learners' behaviors in the LBLSLF-LBCMLS network learner model, the learning service to promote the individualized learning on the network is designed, and the function design flow of each service is analyzed. Finally, this paper designs an online learner model and an example of its service, and investigates and verifies the accuracy of the evaluation of learning knowledge point mining navigation service and the accuracy of concept map mining.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G434

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