基于无线传感网络的行为响应分析与认知计算在探究式科学教育中的应用研究

发布时间：2018-06-22 13:39

本文选题：探究式教学 + WBRCCS　；参考：《东南大学》2016年博士论文

【摘要】：探究式教学方法自提出以来一直是教育界的研究热点。探究式科学教育能加深学生对科学知识的理解、掌握科学探究过程的技能、并增强对待科学的兴趣。然而,在探究式教学过程中如何实时掌握学生的学习状态、理解水平、兴趣活动、探究成效,一直是探究式教学面临的难点所在。本研究将无线传感技术引入探究式教学课堂,设计并构建了实时监测学生行为响应和认知状态的实验研究平台(wireless based response and cognitive computing system, WBRCCS),开展探究式科学教育的实证研究。主要研究成果包括：通过使用WBRCCS系统采集学生的脑电信号,对学生课堂中的注意力和行为模式进行了实时监测。脑电信号由专门的头戴式无线传感器进行采集,实时传送至计算机,计算出学生的注意力指数值,直观地显示学生注意力集中程度的分布情况。同时,分析脑电信号中眨眼的频次和模式,进行学生课堂行为模式的识别。该研究为教师在教学过程中实时掌握学生的注意力和行为状态,并及时动态地调整和优化教学策略提供了依据。通过WBRCCS系统对中学生科学推理能力进行了实证研究。科学推理训练是探究式科学教育的重要内容,也是探究式科学教育的结果。本研究使用LCTSR量表(Lawson's Classroom Test of Scientific Reasoning,2000年),利用WBRCCS系统的实时评测和分析功能,对南京、苏州等地初中生和高中生的科学推理能力发展现状进行了研究。研究结果发现：初中一年级与初中三年级、初中每个年级与高中每个年级间科学推理能力存在显著的统计差异。研究表明,学生在经历整个初中阶段之后科学推理能力有了较显著的提升,而在整个高中阶段科学推理能力并没有显著变化。该研究还表明,WBRCCS系统是人群认知和思维活动(如观察、概念理解、批判性思维等)评测的有效工具。通过WBRCCS系统在探究式课堂教学中引入了形成性测评。该研究直接在教学环节过程中开展形成性评测,实时对评测结果进行分析并呈现和反馈给教师。在教学活动结束后教师仍可进行后续查询和跟踪,分析不同班级之间、不同学生之间、不同性别之间、不同届别之间等的数据差异,对特定学生进行个性化服务,给予更有针对性的指导。研究表明,形成性测评能够提升教学成效、加深学生对科学概念的理解并增强学生的学习动机。本研究能够有效提高教师的教学能力和教学质量,为教育改革和教育政策的制定提供实证工具和数据支撑,并在以下三个方面显示出较高的理论和应用价值：其一,在学生的内在思维活动和外在行为表征之间尝试建立了实时的联系；在教学课堂上学生的学习状态是其对科学探究的内心想法的行为表征；在考核环节中学生答题的正确率、答题时间、前测与后测的表现差异等是其努力程度、掌握程度、学习心向的结果表征。应用WBRCCS系统,能够在教学进程中通过学生的外在行为表征去了解和掌握学生的内在思维活动,对探究式教学课件和模块进行实时、深入的评测。其二,通过帮助教师捕捉课堂“可教瞬间”,架设学习和教学之间的桥梁,为更好地创造与学生心理需求同步的教学情境打开了思路。其三,通过自动识别学习者的基础特性、学习风格和学习效果,进而为每一个学习者提供个体性的教学内容、练习和指导,为适应性学习和个性化教学提供技术支撑,这对于探究式科学教育中提高和激发学生的创新思维和创新行为是十分重要的。
[Abstract]:Inquiry teaching method has been a hot topic in educational circles since it was put forward. Inquiry based science education can deepen students' understanding of scientific knowledge, grasp the skills of scientific inquiry process, and enhance the interest in the treatment of science. However, in the course of inquiry teaching, how to grasp the students' learning state, understanding, interest activities and exploration in the course of inquiry teaching. The research has been the difficulty of inquiry teaching. This study introduces wireless sensing technology into inquiry teaching class, and designs and constructs an experimental research platform (wireless based response and cognitive computing system, WBRCCS) to monitor the behavior of students in real time (WBRCCS), and carries out the demonstration of inquiry based science education. The main research results include: using the WBRCCS system to collect the students' EEG signals, to monitor the students' attention and behavior patterns in real time. The EEG signals are collected by a special head wear wireless sensor and transferred to the computer in real time, and the students' attention value is calculated and the students are displayed directly. At the same time, the frequency and pattern of the blink of the brain electrical signals are analyzed and the students' classroom behavior patterns are identified. This study provides a basis for teachers to master the students' attention and behavior in real time in the course of teaching and to adjust and optimize the teaching strategies in time and dynamically. Through the WBRCCS system, The scientific reasoning ability of the students is an empirical study. The scientific reasoning training is the important content of the inquiry type science education and the result of the inquiry type science education. This study uses the LCTSR scale (Lawson's Classroom Test of Scientific Reasoning, 2000), and uses the real-time evaluation and analysis function of WBRCCS system, to the beginning of the Nanjing, Suzhou and other places. The scientific reasoning ability of middle school students and middle school students was studied. The results showed that there were significant statistical differences between grade one and grade three in junior high school, and the scientific reasoning ability between each grade of junior high school and each grade in high school. There is no significant change in scientific reasoning ability throughout high school. The study also shows that the WBRCCS system is an effective tool for evaluating people's cognitive and thinking activities (such as observation, conceptual understanding, critical thinking, etc.). A formative assessment is introduced in the inquiry classroom through the WBRCCS system. The study is directly in the teaching link. In the process, the formative evaluation is carried out, and the results are analyzed in real time, and the teachers are presented and fed back to the teachers. After the teaching activities, the teachers can still carry out follow-up inquiries and follow up the data differences between different classes, different students, between different sexes and between different classes, and give personalized service to specific students. More targeted guidance. The research shows that formative assessment can improve teaching effectiveness, deepen students' understanding of scientific concepts and enhance students' learning motivation. This study can effectively improve teachers' teaching ability and teaching quality, and provide empirical tools and data support for educational reform and education policy formulation, and the following three It shows a high theoretical and practical value: first, it tries to establish a real time relationship between the students' internal thinking activity and the external behavior representation. In the teaching class, the students' learning state is the behavioral representation of the inner thoughts of the scientific inquiry; the correct rate of answer and the answer time of the middle school students are examined. The difference in performance between the pre test and the post test is the degree of effort, the degree of mastery, and the result representation of learning. The application of WBRCCS system can be used to understand and master the students' internal thinking activities through the external behavior characterization of the students in the course of teaching. The teacher catches the classroom "can teach the moment", erects the bridge between the study and the teaching, and opens the train of thought to better create the teaching situation that synchronize with the students' psychological needs. Thirdly, by automatically identifying the basic characteristics of the learners, learning style and learning effect, and then providing individual teaching content, practice and guidance for each learner. It is important to provide technical support for adaptive learning and individualized teaching, which is very important for improving and stimulating students' innovative thinking and creative behavior in inquiry based science education.
【学位授予单位】：东南大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G633.98

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