网络远程教育中学习者特征分析体系的构建及学生模型（student model）的设计
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摘要
信息技术的出现为教育带来了新的变革。在教育发展史上，教育的规模化和个别化一直是一对矛盾。网络远程教育的出现为解决这一矛盾提供了契机，同时，对传统的教学理论、教学设计理论提出了挑战，改变了传统的教学思想和方式。新的教学设计要求与之相适应的新的学习者特征分析，然而，在实践过程中很多教育实施者没有对这一问题给予足够的重视，已经成为影响网络教育质量的一个重要因素。
目前专门论述网络环境下学习者特征分析的研究相对偏少，网络教育中对学习者特征的分析也主要沿用传统的方法。建构主义出现以后，教育从以“教”为中心的教学结构向以“学”为中心的教学结构偏移，出现了“主导——主体”教学结构(何克抗，2002)。特别是在网络教育出现以后，全新的教学结构给教育带来了巨大的冲击，经过了几年的发展，教育技术领域对教学设计的理论和设计方法进行了很多有益的探索和实践。但是对于学习者特征分析却没有本质的变化，在网络环境下严重“水土不服”，我们需要建立全新的学习者特征分析模型以促进网络教育的更好发展。
网络远程教育中学习者特征分析主要需要解决两个个问题：一是分析什么；二是怎么分析。本研究试从网络教育本身的特征和目前教育发展趋势为出发点，建立网络学习者特征分析体系(即需要分析的学习者特征集合)，在此基础上结合网络远程教育的技术特征提出分析模型。
第一章主要从纵向概述了产生学习者特征分析的本质原因，简要的介绍了学习者特征分析的研究历程和成果。第二章主要论述了信息时代网络远程教育的特殊性，提出学习者导向(Learner-Oriented)的网络学习模型，建立适合网络教育的学习者特征体系。在第二章的基础上，第三章提出利用网络及相关信息技术进行学习者分析的方法(动态的、开放的、多元的)。为了表征学习者的个体差异，第
四章依据学习者特征体系设计了学生模型，并描述了学生模型的运用方法。
本研究的主要目的在于为网络教育中学习者特征分析提供可行的方法体系，为
实现网络教学的个性化与智能化做一些探索性工作。
The appearance of IT has brought new renovation to education. The standardization and individualization of education has always been contradictory in the history of education development. The emergence of web-based distance education has offered some chance to solve this conflict. At the same time, the appearance of web-based distance education has posed challenge to traditional teaching theory and teaching design theory, and caused traditional teaching concept and method. The new teaching design demands a corresponding new analysis of learner profile. However, many education practitioners fail to pay enough attention to this problem in the teaching practice, which has become a main factor affecting the quality of web-based education.
Presently researches specializing in the analysis of learner profile in web-based education are comparatively scarce, and many of the analyses of learner profile still apply traditional methods. With the appearance of constructivism, the teaching-focused teaching model began to change into the study-focused teaching model in education, and there appeared a dominator-subject model (He Ke-kang) of the teaching design. Especially with the application of web-based education, the totally new form of instruction has brought great impact on education. Although some instructive theoretical exploration and practice have been made on the theory and designing methods of teaching design in educational technology field in the past few years, no distinct changes have been made on the analysis of learner profile. Therefore a totally new analysis model is needed for the further development of web-based education.
In the analysis of learner profile in web-based distance education, there are mainly two problem should be solved, namely, what should be analyzed, and in what ways. Taking the analysis of the characteristics of web-based education and the current situation of education development as the starting point, this research attempts to construct the learner profile system in web-based education, i.e. the congregation of learner profile needed to be analyzed. Then, the analysis model is put forward on the base of the technological features of web-based distance education, and the student
model is designed accordingly.
Chapter one makes a general survey of the essential cause of the appearance of the analysis of learner profile from the longitudinal perspective, and offers a brief introduction of the course and achievements of the past research on the analysis of learner profile. Chapter two mainly discusses the peculiarity of web-based distance education in the information era, puts forward the Learner-Orientated web-based study model, and constructs the learner profile system suitable to web-based education. On the base of Chapter two, Chapter three advances the method of analyzing learner by applying web and related information technology, namely, a dynamic, exoteric and multiple method. And in Chapter four, according to learner profile, the student model is designed to show the individual differences of the learners, the purpose of which is to put it into use in practical teaching activities.
The purpose of this research is to offer some practical method in the analysis of learner profile in web-based education, which is hoped to be of some help in the realization of individualization and intelligentization of web-base education.
目前专门论述网络环境下学习者特征分析的研究相对偏少，网络教育中对学习者特征的分析也主要沿用传统的方法。建构主义出现以后，教育从以“教”为中心的教学结构向以“学”为中心的教学结构偏移，出现了“主导——主体”教学结构(何克抗，2002)。特别是在网络教育出现以后，全新的教学结构给教育带来了巨大的冲击，经过了几年的发展，教育技术领域对教学设计的理论和设计方法进行了很多有益的探索和实践。但是对于学习者特征分析却没有本质的变化，在网络环境下严重“水土不服”，我们需要建立全新的学习者特征分析模型以促进网络教育的更好发展。
网络远程教育中学习者特征分析主要需要解决两个个问题：一是分析什么；二是怎么分析。本研究试从网络教育本身的特征和目前教育发展趋势为出发点，建立网络学习者特征分析体系(即需要分析的学习者特征集合)，在此基础上结合网络远程教育的技术特征提出分析模型。
第一章主要从纵向概述了产生学习者特征分析的本质原因，简要的介绍了学习者特征分析的研究历程和成果。第二章主要论述了信息时代网络远程教育的特殊性，提出学习者导向(Learner-Oriented)的网络学习模型，建立适合网络教育的学习者特征体系。在第二章的基础上，第三章提出利用网络及相关信息技术进行学习者分析的方法(动态的、开放的、多元的)。为了表征学习者的个体差异，第
四章依据学习者特征体系设计了学生模型，并描述了学生模型的运用方法。
本研究的主要目的在于为网络教育中学习者特征分析提供可行的方法体系，为
实现网络教学的个性化与智能化做一些探索性工作。
The appearance of IT has brought new renovation to education. The standardization and individualization of education has always been contradictory in the history of education development. The emergence of web-based distance education has offered some chance to solve this conflict. At the same time, the appearance of web-based distance education has posed challenge to traditional teaching theory and teaching design theory, and caused traditional teaching concept and method. The new teaching design demands a corresponding new analysis of learner profile. However, many education practitioners fail to pay enough attention to this problem in the teaching practice, which has become a main factor affecting the quality of web-based education.
Presently researches specializing in the analysis of learner profile in web-based education are comparatively scarce, and many of the analyses of learner profile still apply traditional methods. With the appearance of constructivism, the teaching-focused teaching model began to change into the study-focused teaching model in education, and there appeared a dominator-subject model (He Ke-kang) of the teaching design. Especially with the application of web-based education, the totally new form of instruction has brought great impact on education. Although some instructive theoretical exploration and practice have been made on the theory and designing methods of teaching design in educational technology field in the past few years, no distinct changes have been made on the analysis of learner profile. Therefore a totally new analysis model is needed for the further development of web-based education.
In the analysis of learner profile in web-based distance education, there are mainly two problem should be solved, namely, what should be analyzed, and in what ways. Taking the analysis of the characteristics of web-based education and the current situation of education development as the starting point, this research attempts to construct the learner profile system in web-based education, i.e. the congregation of learner profile needed to be analyzed. Then, the analysis model is put forward on the base of the technological features of web-based distance education, and the student
model is designed accordingly.
Chapter one makes a general survey of the essential cause of the appearance of the analysis of learner profile from the longitudinal perspective, and offers a brief introduction of the course and achievements of the past research on the analysis of learner profile. Chapter two mainly discusses the peculiarity of web-based distance education in the information era, puts forward the Learner-Orientated web-based study model, and constructs the learner profile system suitable to web-based education. On the base of Chapter two, Chapter three advances the method of analyzing learner by applying web and related information technology, namely, a dynamic, exoteric and multiple method. And in Chapter four, according to learner profile, the student model is designed to show the individual differences of the learners, the purpose of which is to put it into use in practical teaching activities.
The purpose of this research is to offer some practical method in the analysis of learner profile in web-based education, which is hoped to be of some help in the realization of individualization and intelligentization of web-base education.
引文
[1]Ausubel, Educational Psychology: Cognitive perspective, 1968.
[2]《论语·阳货》．
[3]李元华，古代思想家论个别差异的形成[J]，首都师范大学学报，1999．5，p．98-105
[4]哈维·席尔瓦等著，张玲译，多元智能与学习风格[M]，教育科学出版社，2003．8，p．21-22．
[5]何克抗，教学系统设计[M]，北京师范大学出版社，2002．10，p．52．
[6]乌美娜，教学设计[M]，高等教育出版社，1994．10，p．108-127．p．108-127．
[7]Swanson, L.J.(1995). Learning styles: A review of the literature. ERIC Document Reproduction Service No.ED 387067.
[8]王洪亮、梁红旗，略论学习准备状态与学习策略[J]，1999，p．115-116．
[9]施良方，学习论[M]，人民教育出版社，1994，p．5．
[10]谭顶良，学习风格论[M]，江苏教育出版社，1995．2，p．9-11．p．18-22．p．98-114．
[11]江泽民，《高技术研究发展计划纲要》(简称“八六三计划”)实施十周年工作会议代表讲话．
[12]祝智庭，用信息化实现教育创新——论教育信息化与教育创新[J]．
[13]张春兴 教育心理学——三化取向的理论与实践[M] 浙江教育出版社1998．5，p．290．
[14]彭娟，从奥苏伯尔到罗杰斯——论意义学习及其教育启示[J]，安徽教育学院学报，2003．7，p．91-94．
[15]转引自 霍力岩，多元智力理论：课改走向成功的新支点，中国教育报．
[16]王道俊，教育学[M]．北京人民教育出版社，1998 P．265．
[17]Sherry Y. Chen and Ray J. Paul, Editorial: Individual differences in web-based instruction—an overview, British Journal of Educational Technology[J] 34 no4 385-92 S 2003.
[18]http://www.lib.purdue.edu/isdlite/mod3.1.html.
[19]丁兴富，远程教育学[M]，北京师范大学出版社，2001．11，p．205-212．
[20]崔丽莹等，心理素质教育论[M]，广东教育出版社，2002．5，p．58．
[21]沈德立，非智力因素的理论与实践[M]，教育科学出版社，1997．12，p48-49．
[22]伍棠棣等，心理学[M]，人民教育出版社出版2003年7月．
[23] David H. Jonassen, Thinking Technology——Toward a Constructivist Design Model, Educational Technology, April, 1994, 34-37.
[24] Jackie Taylor, learning styles: a practical tool for improved communications, Supervision 59 no7 18-19 Jl'98.
[25] Chien Chou, HuaLin, The Effect of Navigation Map Types and Cognitive Styles on Learners' Performance in a Computer-Networked Hypertext Learning System, Journal of Educational Multimedia and Hypermedia 7 no2-3 151-76 '98.
[26] Evangelos Triantafillou, The value of adaptivity based on cognitive style: an empirical study, British Journal of Educational Technology 35 no 1 95-106 Ja 2004.
[27] ANDREA HONIGSFELD; RITA DUNN, High School Male and Female Learning-Style Similarities and Differences in Diverse Nations. The Journal of Educational Research (Washington, D.C.) 96 no4 195-206 Mr/Ap 2003.
[28] KAREN L.RASMUSSEN, Hypermedia and Learning Styles: Can Performance Be Influenced? Journal of Educational Multimedia and Hypermedia 7 no4 291-308 '98.
[29] Khaled Sabry and Lynne Baldwin, WEB-BASED LEARNING INTERACTION AND LEARNING STYLES, British Journal of Educational Technology 34 no4 443-54 S 2003.
[30] Charles R. Nuckles, Student-Centered Teaching: Making It Work, Adult Learning 11 no4 5-6 Fall 1999.
[31] STEPHEN J. DENIG, Multiple Intelligences and Learning Styles: Two Complementary Dimensions, British Journal of Educational Technology 34 no4 443-54 S 2003.
[32] 乐毓俊，刘占平，刘光然．智能教学系统集成开发环境及其认知型学生模型的研究与实现．宁夏大学学报(自然科学版)，1996，16(4)：20～28．
[33] 吴战杰、秦健，Agent技术及其在网络教育中的应用研究[J]，电化教育研究，2003．3，p．32-36．
[34] 胡南军等，数据挖掘软件现状研究[J]，计算机工程与应用，2003．8，p．189．
[35] 李军，数据挖掘系统实现的一般模型[J]，大庆石油学院学报，2003．9 p．87-89．
[36] 陈登科等，数据挖掘技术在远程教育中的应用[J]，情报科学，2003．4，p．446．
[37] James Hendler. Making Sense out of Agents: IEEE Intelligent System, March/April 1999.
[38] Antonio M. Lopez, Jr.James Donlon. Knowledge Engineering and Education.
Educational Technology, March-April 2001.
[39] Yannis Labrou, Tim Finin, Yun peng. Agent Communication Languages. The Current Landscape, IEEE Intelligent System, March/April 1999.
[40] Ronald R.Yager. Targetd E-commerce Marketing Using Fuzzy Intelligent Agents. IEEE Intelligent System, Nov/Dec 2000.
[41] Jennifer Seritzer, James P.Buckley, Yi Pan. INDED:A Distributed Knowledge-Based Learning System. IEEE Intelligent System, Sept/Oct 2000.
[2]《论语·阳货》．
[3]李元华，古代思想家论个别差异的形成[J]，首都师范大学学报，1999．5，p．98-105
[4]哈维·席尔瓦等著，张玲译，多元智能与学习风格[M]，教育科学出版社，2003．8，p．21-22．
[5]何克抗，教学系统设计[M]，北京师范大学出版社，2002．10，p．52．
[6]乌美娜，教学设计[M]，高等教育出版社，1994．10，p．108-127．p．108-127．
[7]Swanson, L.J.(1995). Learning styles: A review of the literature. ERIC Document Reproduction Service No.ED 387067.
[8]王洪亮、梁红旗，略论学习准备状态与学习策略[J]，1999，p．115-116．
[9]施良方，学习论[M]，人民教育出版社，1994，p．5．
[10]谭顶良，学习风格论[M]，江苏教育出版社，1995．2，p．9-11．p．18-22．p．98-114．
[11]江泽民，《高技术研究发展计划纲要》(简称“八六三计划”)实施十周年工作会议代表讲话．
[12]祝智庭，用信息化实现教育创新——论教育信息化与教育创新[J]．
[13]张春兴 教育心理学——三化取向的理论与实践[M] 浙江教育出版社1998．5，p．290．
[14]彭娟，从奥苏伯尔到罗杰斯——论意义学习及其教育启示[J]，安徽教育学院学报，2003．7，p．91-94．
[15]转引自 霍力岩，多元智力理论：课改走向成功的新支点，中国教育报．
[16]王道俊，教育学[M]．北京人民教育出版社，1998 P．265．
[17]Sherry Y. Chen and Ray J. Paul, Editorial: Individual differences in web-based instruction—an overview, British Journal of Educational Technology[J] 34 no4 385-92 S 2003.
[18]http://www.lib.purdue.edu/isdlite/mod3.1.html.
[19]丁兴富，远程教育学[M]，北京师范大学出版社，2001．11，p．205-212．
[20]崔丽莹等，心理素质教育论[M]，广东教育出版社，2002．5，p．58．
[21]沈德立，非智力因素的理论与实践[M]，教育科学出版社，1997．12，p48-49．
[22]伍棠棣等，心理学[M]，人民教育出版社出版2003年7月．
[23] David H. Jonassen, Thinking Technology——Toward a Constructivist Design Model, Educational Technology, April, 1994, 34-37.
[24] Jackie Taylor, learning styles: a practical tool for improved communications, Supervision 59 no7 18-19 Jl'98.
[25] Chien Chou, HuaLin, The Effect of Navigation Map Types and Cognitive Styles on Learners' Performance in a Computer-Networked Hypertext Learning System, Journal of Educational Multimedia and Hypermedia 7 no2-3 151-76 '98.
[26] Evangelos Triantafillou, The value of adaptivity based on cognitive style: an empirical study, British Journal of Educational Technology 35 no 1 95-106 Ja 2004.
[27] ANDREA HONIGSFELD; RITA DUNN, High School Male and Female Learning-Style Similarities and Differences in Diverse Nations. The Journal of Educational Research (Washington, D.C.) 96 no4 195-206 Mr/Ap 2003.
[28] KAREN L.RASMUSSEN, Hypermedia and Learning Styles: Can Performance Be Influenced? Journal of Educational Multimedia and Hypermedia 7 no4 291-308 '98.
[29] Khaled Sabry and Lynne Baldwin, WEB-BASED LEARNING INTERACTION AND LEARNING STYLES, British Journal of Educational Technology 34 no4 443-54 S 2003.
[30] Charles R. Nuckles, Student-Centered Teaching: Making It Work, Adult Learning 11 no4 5-6 Fall 1999.
[31] STEPHEN J. DENIG, Multiple Intelligences and Learning Styles: Two Complementary Dimensions, British Journal of Educational Technology 34 no4 443-54 S 2003.
[32] 乐毓俊，刘占平，刘光然．智能教学系统集成开发环境及其认知型学生模型的研究与实现．宁夏大学学报(自然科学版)，1996，16(4)：20～28．
[33] 吴战杰、秦健，Agent技术及其在网络教育中的应用研究[J]，电化教育研究，2003．3，p．32-36．
[34] 胡南军等，数据挖掘软件现状研究[J]，计算机工程与应用，2003．8，p．189．
[35] 李军，数据挖掘系统实现的一般模型[J]，大庆石油学院学报，2003．9 p．87-89．
[36] 陈登科等，数据挖掘技术在远程教育中的应用[J]，情报科学，2003．4，p．446．
[37] James Hendler. Making Sense out of Agents: IEEE Intelligent System, March/April 1999.
[38] Antonio M. Lopez, Jr.James Donlon. Knowledge Engineering and Education.
Educational Technology, March-April 2001.
[39] Yannis Labrou, Tim Finin, Yun peng. Agent Communication Languages. The Current Landscape, IEEE Intelligent System, March/April 1999.
[40] Ronald R.Yager. Targetd E-commerce Marketing Using Fuzzy Intelligent Agents. IEEE Intelligent System, Nov/Dec 2000.
[41] Jennifer Seritzer, James P.Buckley, Yi Pan. INDED:A Distributed Knowledge-Based Learning System. IEEE Intelligent System, Sept/Oct 2000.
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