面向智慧教育的学习分析与智能导学研究——基于RSM的个性化学习资源推送方法
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摘要
随着信息技术与教育的融合度逐渐加深,越来越多的研究者开始关注如何利用信息技术促进个性化学习。现有的个性化学习研究,其关注点集中在个性化学习资源的推送方面,采用的方法大多为基于行为数据实现学习资源的个性化推送。这种方法存在两个局限:一是不能对学生的认知结构进行诊断;二是不能对其推送的内容进行解释。认知诊断理论被认为是当前教育测量领域的核心理论,研究提出基于认知诊断的个性化学习资源推送方法,即先实现学生内部知识结构的认知诊断,然后在认知诊断的基础上再进行个性化学习资源的推送。该方法能够弥补基于大数据的个性化推送方法无法实现诊断,以及无法对推送资源进行解释的不足,从而实现大规模在线学习过程中的因材施教。
With the deep integration of education and information technology, more and more educational researchers begin to study how to apply information technology to promote personalized learning. Most of the researches of current personalized learning focus on how to push personalized learning recourses and the personalized push of learning resources based on behavior data is the main choice. But that approach has two limitations: one is that it can't diagnose the cognitive structure of students, and the other is that it cannot explain what it pushes. For currently cognitive diagnosis theory is considered to be the core theory in the field of educational measurement, this paper proposes an approach to push personalized learning resources based on cognitive diagnosis, which first realize the cognitive diagnosis of students' internal knowledge structure, and then push personalized learning resources based on the cognitive diagnosis. This approach can make up for the deficiencies of the former and realize personalized learning in the process of large-scale online learning.
With the deep integration of education and information technology, more and more educational researchers begin to study how to apply information technology to promote personalized learning. Most of the researches of current personalized learning focus on how to push personalized learning recourses and the personalized push of learning resources based on behavior data is the main choice. But that approach has two limitations: one is that it can't diagnose the cognitive structure of students, and the other is that it cannot explain what it pushes. For currently cognitive diagnosis theory is considered to be the core theory in the field of educational measurement, this paper proposes an approach to push personalized learning resources based on cognitive diagnosis, which first realize the cognitive diagnosis of students' internal knowledge structure, and then push personalized learning resources based on the cognitive diagnosis. This approach can make up for the deficiencies of the former and realize personalized learning in the process of large-scale online learning.
引文
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[2]TRUONG H M.Integrating learning styles and adaptive e-learning system:current developments,problems and opportunities[J].Computers in human behavior,2015,55:1185-1193.
[3]SOFANO M,CONNOLLY T M,HAINEY T.Learning style analysis in adaptive GBL application to teach SQL[J].Computers&education,2015,86:105-119.
[4]姜强,赵蔚,王朋娇,王丽萍.基于大数据的个性化自适应在线学习分析模型及实现[J].中国电化教育,2015(1):85-92.
[5]马相春,钟绍春,徐妲.大数据视角下个性化自适应学习系统支撑模型及实现机制研究[J].中国电化教育,2017(4):97-102.
[6]姜强,赵蔚,李松,王朋娇.个性化自适应学习研究---大数据时代数字化学习的新常态[J].中国电化教育,2016(2):25-32.
[7]罗照盛.项目反应理论基础[M].北京:北京师范大学出版社,2012.
[8]KLINKENBERG S,STRAATEMEIER M,MAAS H L J V D.Computer adaptive practice of math ability using a new item response model for on the fly ability and difficulty estimation[J].Computers&education,2011,57(2):1813-1824.
[9]WAUTERS K,DESMET P,NOORTGATE W V D.Adaptive item-based learning environments based on the item response theory:possibilities and challenges[J].Journal of computer assisted learning,2010,26(6):549-562.
[10]BAYLARI A,MONTAZER G A.Design a personalized e-learning system based on item response theory and artificial neural network approach[J].Expert systems with applications,2009,36(4):8013-8021.
[11]戴海崎,张青华.规则空间模型在描述统计学习模式识别中的应用研究[J].心理科学,2004,27(4):949-951.
[12]辛涛,焦丽亚.测量理论的新进展:规则空间模型[J].华东师范大学学报(教育科学版),2006,24(3):50-56.
[13]余嘉元.运用规则空间模型识别解题中的认知错误[J].心理学报,1995,27(2):196-203.