基于DTM的国内外智慧教育热点和主题演进比较
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摘要
文章从中国知网和Web of Science两大平台上分别获取国内外智慧教育的相关研究成果,采用高频词和突现词分析,对比了国内外智慧教育的研究热点;同时,文章基于动态主题模型(Dynamic Topic Model,DTM),对国内外智慧教育进行了主题识别与主题演化趋势分析。结合热点和主题演进的研究结果,文章发现:国内智慧教育研究主题强调相关技术在课堂教学中的应用和对教学模式的理论创新,而国外偏重学习环境的构建与相关课程的开发;国内智慧教育研究主题的演化相对比较分散,而国外较好地体现了交叉性,其扩展性与实用性更强。此研究结论可为国内开展智慧教育研究提供有益参考,并有助于推动技术与教学的进一步融合。
In this paper, related research results of smart education at home and abroad were obtained from the platforms of CNKI and Web of Science, and research hotspots of smart education at home and abroad were compared using the high-frequency words and burst words analyses. Meanwhile, based on the dynamic topic model(DTM), the topic recognition and topic evolution trend of smart education at home and abroad were analyzed. Combined with the research results of hotspots and topic evolution, it was found that the research topic of domestic smart education focused on the application of related technologies in classroom teaching and the theoretical innovation of teaching model, while overseas research preferred the construction of learning environment and the development of correlated courses. In addition, it was showed that the research topic evolution of smart education in China was relatively scattered,while foreign research reflected the intersectionality well with stronger expansion and practicality. Results of this paper could provide useful reference for the research of smart education in China, and was helpful to promote further integration of technology and teaching.
In this paper, related research results of smart education at home and abroad were obtained from the platforms of CNKI and Web of Science, and research hotspots of smart education at home and abroad were compared using the high-frequency words and burst words analyses. Meanwhile, based on the dynamic topic model(DTM), the topic recognition and topic evolution trend of smart education at home and abroad were analyzed. Combined with the research results of hotspots and topic evolution, it was found that the research topic of domestic smart education focused on the application of related technologies in classroom teaching and the theoretical innovation of teaching model, while overseas research preferred the construction of learning environment and the development of correlated courses. In addition, it was showed that the research topic evolution of smart education in China was relatively scattered,while foreign research reflected the intersectionality well with stronger expansion and practicality. Results of this paper could provide useful reference for the research of smart education in China, and was helpful to promote further integration of technology and teaching.
引文
[1]祝智庭,贺斌.智慧教育:教育信息化的新境界[J].电化教育研究,2012,(12):5-13.
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[11]唐烨伟,庞敬文,钟绍春,等.信息技术环境下智慧课堂构建方法及案例研究[J].中国电化教育,2014,(11):23-29、34.
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[15]孟丽,马秀峰,李晓月.国内智慧教育研究热点及发展趋势的可视化研究[J].广州广播电视大学学报,2018,(1):30-36、108.
[16]官佳妮.基于Pajeck对智慧教育环境的社会网络分析[J].信息技术与信息化,2018,(8):115-117.
[17]马建军,乜勇.国内智慧教育的研究热点与发展趋势--基于多维尺度和社会网络分析的方法[J].现代教育技术,2018,(10):42-48.
[18]胡俊杰.我国智慧校园建设研究热点探析[J].软件导刊,2018,(9):215-218.
[19]董伟,张美,王世斌,等.智能制造行业技能人才需求与培养匹配分析研究[J].高等工程教育研究,2018,(6):131-138.
[20]刘敏娟,张学福,颜蕴.基于核心词、突变与新生词的学科主题演化方法研究[J].情报杂志,2016,(12):175-180.
[21]朱茂然,王奕磊,高松,等.基于LDA模型的主题演化分析:以情报学文献为例[J].北京工业大学学报,2018,(7):1047-1053.
[22]贾积有.国外人工智能教育应用最新热点问题探讨[J].中国电化教育,2010,(7):113-118.
[23]李保利,杨星.基于LDA模型和话题过滤的研究主题演化分析[J].小型微型计算机系统,2012,(12):2738-2743.
[24]Chen C H,Yang J C,Shen S,et al.A desktop virtual reality earth motion system in astronomy education[J].Journal of Educational Technology&Society,2007,(3):289-304.
[25]Kaufmann H,Schmalstieg D.Mathematics and geometry education with collaborative augmented reality[J].Computers&Graphics,2003,(3):339-345.
[2]杨现民.信息时代智慧教育的内涵与特征[J].中国电化教育,2014,(1):29-34.
[3]余胜泉.推进技术与教育的双向融合--《教育信息化十年发展规划(2011-2020年)》解读[J].中国电化教育,2012,(5):5-14.
[4]教育部.教育信息化2.0行动计划[OL].
[5]Choi J,Lee Y.The status of smart education in Korea[A].Proceedings of World Conference on Educational Multimedia,Hypermedia and Telecommunications[C].Chesapeake,VA:AACE,2012:175-178.
[6]余胜泉.从数字教育到智慧教育[J].中小学信息技术教育,2014,(9):24-25.
[7]黄荣怀.智慧教育的三重境界:从环境、模式到体制[J].现代远程教育研究,2014,(6):3-11.
[8]祝智庭.以智慧教育引领教育信息化创新发展[J].中国教育信息化,2014,(9):4-8.
[9]余胜泉.从数字教育到智慧教育[J].中小学信息技术教育,2014,(9):24-25.
[10]杨现民.信息时代智慧教育的内涵与特征[J].中国电化教育,2014,(1):29-34.
[11]唐烨伟,庞敬文,钟绍春,等.信息技术环境下智慧课堂构建方法及案例研究[J].中国电化教育,2014,(11):23-29、34.
[12]Heo H,Lim K Y,Lee H W,et al.A needs analysis of teacher competencies for SMART education[J].Korean Journal of Teacher Education,2014,(1):93-112.
[13]Leem J,Sung E.Teachers’beliefs and technology acceptance concerning smart mobile devices for SMARTeducation in South Korea[J].British Journal of Educational Technology,2019,(2):601-613.
[14]何文珍,蔡跃.我国智慧教育领域研究热点探析--基于网络知识图谱和共词分析[J].教育导刊,2018,(12):20-29.
[15]孟丽,马秀峰,李晓月.国内智慧教育研究热点及发展趋势的可视化研究[J].广州广播电视大学学报,2018,(1):30-36、108.
[16]官佳妮.基于Pajeck对智慧教育环境的社会网络分析[J].信息技术与信息化,2018,(8):115-117.
[17]马建军,乜勇.国内智慧教育的研究热点与发展趋势--基于多维尺度和社会网络分析的方法[J].现代教育技术,2018,(10):42-48.
[18]胡俊杰.我国智慧校园建设研究热点探析[J].软件导刊,2018,(9):215-218.
[19]董伟,张美,王世斌,等.智能制造行业技能人才需求与培养匹配分析研究[J].高等工程教育研究,2018,(6):131-138.
[20]刘敏娟,张学福,颜蕴.基于核心词、突变与新生词的学科主题演化方法研究[J].情报杂志,2016,(12):175-180.
[21]朱茂然,王奕磊,高松,等.基于LDA模型的主题演化分析:以情报学文献为例[J].北京工业大学学报,2018,(7):1047-1053.
[22]贾积有.国外人工智能教育应用最新热点问题探讨[J].中国电化教育,2010,(7):113-118.
[23]李保利,杨星.基于LDA模型和话题过滤的研究主题演化分析[J].小型微型计算机系统,2012,(12):2738-2743.
[24]Chen C H,Yang J C,Shen S,et al.A desktop virtual reality earth motion system in astronomy education[J].Journal of Educational Technology&Society,2007,(3):289-304.
[25]Kaufmann H,Schmalstieg D.Mathematics and geometry education with collaborative augmented reality[J].Computers&Graphics,2003,(3):339-345.