智慧教室环境下数据启发的教学决策研究
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摘要
在学习数据日益丰富及可获取的背景下,教学决策从过分依赖于经验、直觉的决策走向基于数据的教学决策。由于数据、数据计算及处理系统的复杂性,当前应用大数据增强决策以优化教学仍面临诸多问题。而数据启发的教学决策是教师基于可获取数据的有意义结论的响应,是在教学分析和教学设计之间形成的人机协同智慧。该文首先在介绍数据驱动的智能决策和数据启发的教学决策基础上,阐明了基于数据的教学决策在决策理念、决策主体、决策过程三个方面引发的变革;第二,参考循证过程,从证据设计、证据形成、基于证据的决策三个阶段设计智慧教室环境下数据启发的教学决策过程;第三,聚焦教学计划阶段,设计基于预学习数据的教学决策应用,以改善现存的教学设计准备不足、科学性不够等问题;最后以初中数学《三角形的内角和》一课为例,呈现了预学习分析与教学设计之间的连接。
With increasingly rich and accessible learning data, instructional decision making develops from over-reliance on experience and intuition to being based on data. Due to the complexity of data and data computing and processing system, there are still many problems in the application of big data to decision making. Data-informed instructional decision making is the teacher's response to data-based meaningful implications, and the human-computer collaborated wisdom between teaching analysis and teaching design. Based on the introduction of data-driven intelligent decision making and data-informed instructional decision making, this article elaborate the changes of data-based decision making in three aspects: decision making idea, decision making subject and decision making process. According to evidence-based process, we designed the data-informed instructional decision making in smart classroom,which involves three stages: evidence design,evidence formation and evidence-based decision making.With focus on teachers' planning decision making, we then designed the instructional decision making on the basis of the data of the preparation before class, in order to improve the existing teaching design inadequate preparation and bad science problems. Lastly,the lesson Sum of the Interior Angles of a Triangle of junior middle school Mathematics was taken as an example to demonstrate the connection between the analysis of preparation and teaching design.
With increasingly rich and accessible learning data, instructional decision making develops from over-reliance on experience and intuition to being based on data. Due to the complexity of data and data computing and processing system, there are still many problems in the application of big data to decision making. Data-informed instructional decision making is the teacher's response to data-based meaningful implications, and the human-computer collaborated wisdom between teaching analysis and teaching design. Based on the introduction of data-driven intelligent decision making and data-informed instructional decision making, this article elaborate the changes of data-based decision making in three aspects: decision making idea, decision making subject and decision making process. According to evidence-based process, we designed the data-informed instructional decision making in smart classroom,which involves three stages: evidence design,evidence formation and evidence-based decision making.With focus on teachers' planning decision making, we then designed the instructional decision making on the basis of the data of the preparation before class, in order to improve the existing teaching design inadequate preparation and bad science problems. Lastly,the lesson Sum of the Interior Angles of a Triangle of junior middle school Mathematics was taken as an example to demonstrate the connection between the analysis of preparation and teaching design.
引文
[1]威廉·威伦,玛格丽特·伊什勒·博斯,贾尼丝·哈奇森.有效教学决策[M].北京:教育科学出版社,2009.
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[5]Means,B.,Padilla,C.,DeBarger,A.,&Bakia,M..Implementing datainformed decision making in schools:Teacher access,supports and use[R].Washington,DC:U.S.Department of Education,2009.
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[9]赵光武.思维科学研究[M].北京:中国人民大学出版社,1999.
[10]王萍,傅泽禄.数据驱动决策系统:大数据时代美国学校改进的有力工具[J].中国电化教育,2014,(7):105-112.
[11]杨文登,叶浩生.社会科学的三次“科学化”浪潮:从实证研究、社会技术到循证实践[J].社会科学,2012,(8):107-116.
[12]彭红超,祝智庭.人机协同的数据智慧机制:智慧教育的数据价值炼金术[J].开放教育研究,2018,(2):41-50.
[13]Marsh,J.A.,Pane,J.F.,Hamilton,L.S..Making sense of data-driven decision making in education[EB/OL].https://www.rand.org/content/dam/rand/pubs/occasional_papers/2006/RAND_OP170.pdf,2018-07-20.
[14]黄荣怀,胡永斌等.智慧教室的概念及特征[J].开放教育研究,2012,18(2):22-27.
[15]Clark,T.Advantages of the BYOT classroom[EB/OL].http://www.eschoolnews.com/2013/10/30/hallmarks-byot-classroom-202/,2017-12-20.
[16]Falloon,G..What’s the difference?Learning collaboratively using iPads in conventional classrooms[J].Computers&Education,2015,84:62-77.
[17]Mcintire,T..Digging for data:No Child Left Behind’s Challenge:Collect,analyze,and use information to improve student performance[J].Technology&Learning,2003,23(8):42-46.
[18]陈明选,王诗佳.测评大数据支持下的学习反馈设计研究[J].电化教育研究,2018,(3):35-42.
[19]方海光,侯伟锋等.基于PADClass模型的数字化课堂学习过程数据挖掘与分析研究[J].电化教育研究,2014,35(10):110-113.
[20]黄昌勤,俞建慧等.学习云空间中基于情感分析的学习推荐研究[J].中国电化教育,2018,(10):7-14.
[21]牟智佳,李雨婷等.混合学习环境下基于学习行为数据的学习预警系统设计与实现[J].远程教育杂志,2018,36(3):55-63.
[22]雷云鹤,祝智庭.基于预学习数据分析的精准教学决策[J].中国电化教育,2016,(6):27-35.
[23]骆祖莹,张丹慧.课堂教学自动评价及其初步研究成果[J].现代教育技术,2018,(8):38-44.
[24]韩丽,李洋等.课堂环境中基于面部表情的教学效果分析[J].现代远程教育研究,2017(04):97-103.
[26]陈益琴,郁云翔.初中数学中基于课前“预习活动”有效设计的策略研究[J].学周刊,2011,(17):46-48.
[27]祝智庭,管珏琪等.翻转课堂国内应用实践与反思[J].电化教育研究,2015,(6):66-72.
[2]钟婉娟,侯浩翔.教育大数据支持的教师教学决策改进与实现路径[J].湖南师范大学教育科学学报,2017,16(5):69-74.
[3][25]杨文登,叶浩生.缩短教育理论与实践的距离:基于循证教育学的视野[J].教育研究与实验,2010(3):11-17.
[4]Schildkamp,K.,Kuiper,W..Data-informed curriculum reform:Which data what purposes and promoting and hindering factors[J].Teaching&Teacher Education,2010,26(3):482-496.
[5]Means,B.,Padilla,C.,DeBarger,A.,&Bakia,M..Implementing datainformed decision making in schools:Teacher access,supports and use[R].Washington,DC:U.S.Department of Education,2009.
[6]What is Data-Informed Decision-Making[EB/OL].https://www.igi-global.com/dictionary/data-informed-decisionmaking/50504,2018-07-25.
[7]Alyssa Wise,陈强.数据启发下的教学环境[J].中国教育网络,2017,(1):52-54.
[8]Why Data-Informed Trumps Data-Driven[EB/OL].http://teachingunderground.blogspot.com/2011/03/why-data-informedtrumps-data-driven.html,2018-07-20.
[9]赵光武.思维科学研究[M].北京:中国人民大学出版社,1999.
[10]王萍,傅泽禄.数据驱动决策系统:大数据时代美国学校改进的有力工具[J].中国电化教育,2014,(7):105-112.
[11]杨文登,叶浩生.社会科学的三次“科学化”浪潮:从实证研究、社会技术到循证实践[J].社会科学,2012,(8):107-116.
[12]彭红超,祝智庭.人机协同的数据智慧机制:智慧教育的数据价值炼金术[J].开放教育研究,2018,(2):41-50.
[13]Marsh,J.A.,Pane,J.F.,Hamilton,L.S..Making sense of data-driven decision making in education[EB/OL].https://www.rand.org/content/dam/rand/pubs/occasional_papers/2006/RAND_OP170.pdf,2018-07-20.
[14]黄荣怀,胡永斌等.智慧教室的概念及特征[J].开放教育研究,2012,18(2):22-27.
[15]Clark,T.Advantages of the BYOT classroom[EB/OL].http://www.eschoolnews.com/2013/10/30/hallmarks-byot-classroom-202/,2017-12-20.
[16]Falloon,G..What’s the difference?Learning collaboratively using iPads in conventional classrooms[J].Computers&Education,2015,84:62-77.
[17]Mcintire,T..Digging for data:No Child Left Behind’s Challenge:Collect,analyze,and use information to improve student performance[J].Technology&Learning,2003,23(8):42-46.
[18]陈明选,王诗佳.测评大数据支持下的学习反馈设计研究[J].电化教育研究,2018,(3):35-42.
[19]方海光,侯伟锋等.基于PADClass模型的数字化课堂学习过程数据挖掘与分析研究[J].电化教育研究,2014,35(10):110-113.
[20]黄昌勤,俞建慧等.学习云空间中基于情感分析的学习推荐研究[J].中国电化教育,2018,(10):7-14.
[21]牟智佳,李雨婷等.混合学习环境下基于学习行为数据的学习预警系统设计与实现[J].远程教育杂志,2018,36(3):55-63.
[22]雷云鹤,祝智庭.基于预学习数据分析的精准教学决策[J].中国电化教育,2016,(6):27-35.
[23]骆祖莹,张丹慧.课堂教学自动评价及其初步研究成果[J].现代教育技术,2018,(8):38-44.
[24]韩丽,李洋等.课堂环境中基于面部表情的教学效果分析[J].现代远程教育研究,2017(04):97-103.
[26]陈益琴,郁云翔.初中数学中基于课前“预习活动”有效设计的策略研究[J].学周刊,2011,(17):46-48.
[27]祝智庭,管珏琪等.翻转课堂国内应用实践与反思[J].电化教育研究,2015,(6):66-72.