基于知识库的学习平台研究
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摘要
随着计算机技术的快速发展和Internet普及应用,极大地改变了人们的学习方式,同时也促进教育越来越走向网络化和智能化。为学习者构建开放式的、资源共享的、无时空限制的智能化的学习环境已成为国际教育的主流发展方向。智能化教育作为一种新型的教学模式,对满足我国个性化、社会化教育需求,乃至加速教育事业的发展都具有特殊意义。
目前的基于网络的智能教学系统普遍交互性不强、缺乏智能性、无法准确对学生学习状况做出合理评价,难以对学生学习过程进行有效的智能导航,造成学生学习的盲目性,无法根据学生认知特征实现因人而异的个性化的学习。
针对以上问题,本文进行了基于知识库的学习平台研究。在详细讨论了知识的表示方法、知识的组织形式的基础上,通过对学生认知水平和学习能力的评估,提出了一种通过知识推理来实现智能导航的知识学习算法,并结合评估得到的学生个性化特征,向学生推送相应知识内容,从而实现因人而异的个性化学习。
本文的主要研究内容如下:
(1)深入研究知识建模的基础上,提出了本文的知识表示方法和学习资源—知识点—知识树的层次模型知识组织形式。
(2)在设计抽象表现学生的学习行为的学生模型过程中,研究了一种对学生在某知识点上认知水平和学习能力的准确评价方法。
(3)在知识组织的基础上,设计了一个根据学生认知水平及学习能力选择学习内容、形成具体学习路径的智能导航算法。
(4)设计了一种根据学生个性化特征及知识推理结果,向学生推送其相应学习知识内容的方法。
(5)详细进行了知识库的设计,并介绍了一种知识库中冗余规则的消除方法。
(6)在智能学习的关键部分采用UML进行建模,并通过一个具体的应用实例,来说明学生学习路径的选择,从而验证了智能导航算法的合理性和可行性。
With the computer technology developing rapidly and Internet is applied widely, it has changed people's study way enormously and promotes the education to tend towards network and intellectualization gradually.It has become the mainstream development direction of the international education to construct an open, resources-sharing,non-space and time limiting intelligent learning environment for learners.As a new-style teaching mode,intellectualized education has special significance to satisfy individual and social educational requirement,especially accelerating the development of domestic education project.
Now intelligent tutoring system based on network can not estimate accurately study status of students and can not do an intelligent navigation effectively for study process of students because it lacks alternation and intelligence.So it results in blindness of study,can not come true individual study according to cognitive characteristic of students.
Based on above problems,this dissertation researches a study platform based on knowledge base.Based on discussing the means of knowledge representation and knowledge organization in detail,this dissertation takes an arithmetic of knowledge studying to achieve intelligent navigation in study process according to the estimate of cognitive level and study ability of students.Combining with individual characteristic of students from evaluation,we can push homologous knowledge content to students. Furthermore,we can achieve individual study according to different student characteristic.
The main work of this dissertation is described as below:
(1) Based on the research of knowledge modeling,this dissertation takes the means of knowledge representation and hiberarchy of knowledge organization like study resource- knowledge point- knowledge tree.
(2) In the process of designing student model which behaves study behavior of student,this dissertation educes an exact estimate way for the cognitive level and study ability of student about some knowledge point.
(3) Based on the knowledge organization,this dissertation designs an arithmetic of intelligent navigation to select study content and form a material learning path according to the cognitive level and study ability.
(4) Presenting the means of pushing homologous knowledge content to students according to individual characteristic of students and the results of knowledge reasoning.
(5) Designing the knowledge base in detail and introducing a means of eliminating redundant rules in knowledge base.
(6) Adopting UML to construct model in the key process and illuminating the selection of learning path according to a material application example.Furthermore, we can validate the arithmetic of intelligent navigation is effectual and reasonable or not.
目前的基于网络的智能教学系统普遍交互性不强、缺乏智能性、无法准确对学生学习状况做出合理评价,难以对学生学习过程进行有效的智能导航,造成学生学习的盲目性,无法根据学生认知特征实现因人而异的个性化的学习。
针对以上问题,本文进行了基于知识库的学习平台研究。在详细讨论了知识的表示方法、知识的组织形式的基础上,通过对学生认知水平和学习能力的评估,提出了一种通过知识推理来实现智能导航的知识学习算法,并结合评估得到的学生个性化特征,向学生推送相应知识内容,从而实现因人而异的个性化学习。
本文的主要研究内容如下:
(1)深入研究知识建模的基础上,提出了本文的知识表示方法和学习资源—知识点—知识树的层次模型知识组织形式。
(2)在设计抽象表现学生的学习行为的学生模型过程中,研究了一种对学生在某知识点上认知水平和学习能力的准确评价方法。
(3)在知识组织的基础上,设计了一个根据学生认知水平及学习能力选择学习内容、形成具体学习路径的智能导航算法。
(4)设计了一种根据学生个性化特征及知识推理结果,向学生推送其相应学习知识内容的方法。
(5)详细进行了知识库的设计,并介绍了一种知识库中冗余规则的消除方法。
(6)在智能学习的关键部分采用UML进行建模,并通过一个具体的应用实例,来说明学生学习路径的选择,从而验证了智能导航算法的合理性和可行性。
With the computer technology developing rapidly and Internet is applied widely, it has changed people's study way enormously and promotes the education to tend towards network and intellectualization gradually.It has become the mainstream development direction of the international education to construct an open, resources-sharing,non-space and time limiting intelligent learning environment for learners.As a new-style teaching mode,intellectualized education has special significance to satisfy individual and social educational requirement,especially accelerating the development of domestic education project.
Now intelligent tutoring system based on network can not estimate accurately study status of students and can not do an intelligent navigation effectively for study process of students because it lacks alternation and intelligence.So it results in blindness of study,can not come true individual study according to cognitive characteristic of students.
Based on above problems,this dissertation researches a study platform based on knowledge base.Based on discussing the means of knowledge representation and knowledge organization in detail,this dissertation takes an arithmetic of knowledge studying to achieve intelligent navigation in study process according to the estimate of cognitive level and study ability of students.Combining with individual characteristic of students from evaluation,we can push homologous knowledge content to students. Furthermore,we can achieve individual study according to different student characteristic.
The main work of this dissertation is described as below:
(1) Based on the research of knowledge modeling,this dissertation takes the means of knowledge representation and hiberarchy of knowledge organization like study resource- knowledge point- knowledge tree.
(2) In the process of designing student model which behaves study behavior of student,this dissertation educes an exact estimate way for the cognitive level and study ability of student about some knowledge point.
(3) Based on the knowledge organization,this dissertation designs an arithmetic of intelligent navigation to select study content and form a material learning path according to the cognitive level and study ability.
(4) Presenting the means of pushing homologous knowledge content to students according to individual characteristic of students and the results of knowledge reasoning.
(5) Designing the knowledge base in detail and introducing a means of eliminating redundant rules in knowledge base.
(6) Adopting UML to construct model in the key process and illuminating the selection of learning path according to a material application example.Furthermore, we can validate the arithmetic of intelligent navigation is effectual and reasonable or not.
引文
[1]莫赞,冯珊,唐超.智能教学系统的发展与前瞻[J].计算机工程与应用,2002,6:6-7.
[2]赵瑞清,王晖,邱涤虹,知识表示与推理,离象出版社2-3,1991.10
[3]曹文君,知识库系统原理及其应用[M],复旦大学出版社,1995.8.
[4]田冰雪.CAI系统学生模型的设计与系统评价[D].天津大学教育经济与管理,2003.
[5]刘寅.基于Web的智能教学系统的研究与实现.[D].北京:中国农业大学计算机应用专业,2005.
[6]胡学钢,张佑生.ICAI系统结构.合肥工业大学学报[J].1998.21(1):45-49.
[7]武修琪.基于SCORM的网络智能教学系统知识树模型研究[D].哈尔滨:哈尔滨理工大学计算机应用技术,2005.
[8]杨炳儒,知识工程与知识发现[M],冶金工业出版社,2000.12.
[9]刑传鼎.人工智能原理与应用[M].东华大学信息学院.2001.8.
[10]John F.Sowa.Knowledge Representation:Logical,Philosophical,and Computational Foundation.北京:机械工业出版社.2003.5.
[11]Juha Petteri Pesonen.Concepts and Object-Oriented Knowledge Representation.MA Thesis,University of Helsinki,February 2002.
[12]Dae-ho Byun,Eui-ho Suh.Assessing Key Knowledge Representation Techniques for User in HRM Problem Domains.Expert Systems with Applications,1996,1(11):287-299,1996.
[13]Efraim Turban,Jay Aronson,Ting-Peng Liang.Decision Support Systems and Intelligent Systems(7th Edition).Prentiee Hall,May 2004.
[14]王勋,张磊,鲍虎军.ILS中知识的聚类和表示[J].浙江大学学报工学版,2003.9,37(5):528-531.
[15]罗梅,王万森.基于关系数据库的智能教学系统知识库设计[J].计算机系统应用,2005.5:6-9.
[16]姚敏.计算机模糊信息处理技术[M].上海科学技术文献出版社,1999.
[17]胡捷,周芝庭.智能计算机辅助教学领域知识库的实现及应用[J].电气技术与自动化,2002.4:58-61.
[18]胡宁静,谢深泉.ICAI课件的领域知识库中知识点间联系的划分[J].计算机与自动化.2000.19(1):46-48.
[19]刘炜,朱学曾,夏朝辉.ICAI系统学生模型的设计[J].计算机应用.1995.15(2):22-24.
[20]刘常青,黄道君,智能计算机辅助教学系统认知型学生模型的设计[J].西安电子科大学报,1999,26(1):109-111.
[21]谢忠新,王林泉,葛元.智能教学系统中认知型学习模型的建立[J].计算机工程与应用,2005,(3):229-231.
[22]罗伯特·加涅.学习条件[M].北京:人民教育出版社,1985..
[23]邵瑞珍,皮连生,崔柳舒,学与教的心理学[M],华东师范大学出版社,1990.
[24]武修琪,刘胜辉.智能教学系统动态知识树算法研究[J].哈尔滨理工大学学报.2005.10(5):30-43
[25]朱福喜,汤怡群等.人工智能原理[M].武汉:武汉大学出版社,2002
[26]刘宝赋,张科,廖志忠,李言俊.快速推理的知识库技术研究[J].计算机工程与应用.2002(20):60-63.
[27]李林林.高炉专家系统中知识库的研究和实现[D].东北大学计算机软件与理论研究所.2005.
[28]孙运传,别荣芳.产生式规则库的求精研究[J].北京师范大学学报(自然科学版).2003,39(4):435-443.
[29]Joseph Giarratano,Gary Riley.Expert Systems Principles and Programming[M].PWS Publishing Company,1998.
[30]Martin Fowler,Kendall Scott.UML Distilled Second Edition A Brief Guide to the Standard Object Modeling Language.Publisher:Addison Wesley,1999.
[31]Craig Larman.姚淑珍,李虎等译.UML和模式应用:面向对象分析与设计导论[M].北京:机械工业出版社,2002
[32]Grady Booch,James Rumbaugh,Ivar Jacobson.邵维忠,张文娟译,孟祥文.UML用户指南[M].北京:机械工业出版社,2001.
[2]赵瑞清,王晖,邱涤虹,知识表示与推理,离象出版社2-3,1991.10
[3]曹文君,知识库系统原理及其应用[M],复旦大学出版社,1995.8.
[4]田冰雪.CAI系统学生模型的设计与系统评价[D].天津大学教育经济与管理,2003.
[5]刘寅.基于Web的智能教学系统的研究与实现.[D].北京:中国农业大学计算机应用专业,2005.
[6]胡学钢,张佑生.ICAI系统结构.合肥工业大学学报[J].1998.21(1):45-49.
[7]武修琪.基于SCORM的网络智能教学系统知识树模型研究[D].哈尔滨:哈尔滨理工大学计算机应用技术,2005.
[8]杨炳儒,知识工程与知识发现[M],冶金工业出版社,2000.12.
[9]刑传鼎.人工智能原理与应用[M].东华大学信息学院.2001.8.
[10]John F.Sowa.Knowledge Representation:Logical,Philosophical,and Computational Foundation.北京:机械工业出版社.2003.5.
[11]Juha Petteri Pesonen.Concepts and Object-Oriented Knowledge Representation.MA Thesis,University of Helsinki,February 2002.
[12]Dae-ho Byun,Eui-ho Suh.Assessing Key Knowledge Representation Techniques for User in HRM Problem Domains.Expert Systems with Applications,1996,1(11):287-299,1996.
[13]Efraim Turban,Jay Aronson,Ting-Peng Liang.Decision Support Systems and Intelligent Systems(7th Edition).Prentiee Hall,May 2004.
[14]王勋,张磊,鲍虎军.ILS中知识的聚类和表示[J].浙江大学学报工学版,2003.9,37(5):528-531.
[15]罗梅,王万森.基于关系数据库的智能教学系统知识库设计[J].计算机系统应用,2005.5:6-9.
[16]姚敏.计算机模糊信息处理技术[M].上海科学技术文献出版社,1999.
[17]胡捷,周芝庭.智能计算机辅助教学领域知识库的实现及应用[J].电气技术与自动化,2002.4:58-61.
[18]胡宁静,谢深泉.ICAI课件的领域知识库中知识点间联系的划分[J].计算机与自动化.2000.19(1):46-48.
[19]刘炜,朱学曾,夏朝辉.ICAI系统学生模型的设计[J].计算机应用.1995.15(2):22-24.
[20]刘常青,黄道君,智能计算机辅助教学系统认知型学生模型的设计[J].西安电子科大学报,1999,26(1):109-111.
[21]谢忠新,王林泉,葛元.智能教学系统中认知型学习模型的建立[J].计算机工程与应用,2005,(3):229-231.
[22]罗伯特·加涅.学习条件[M].北京:人民教育出版社,1985..
[23]邵瑞珍,皮连生,崔柳舒,学与教的心理学[M],华东师范大学出版社,1990.
[24]武修琪,刘胜辉.智能教学系统动态知识树算法研究[J].哈尔滨理工大学学报.2005.10(5):30-43
[25]朱福喜,汤怡群等.人工智能原理[M].武汉:武汉大学出版社,2002
[26]刘宝赋,张科,廖志忠,李言俊.快速推理的知识库技术研究[J].计算机工程与应用.2002(20):60-63.
[27]李林林.高炉专家系统中知识库的研究和实现[D].东北大学计算机软件与理论研究所.2005.
[28]孙运传,别荣芳.产生式规则库的求精研究[J].北京师范大学学报(自然科学版).2003,39(4):435-443.
[29]Joseph Giarratano,Gary Riley.Expert Systems Principles and Programming[M].PWS Publishing Company,1998.
[30]Martin Fowler,Kendall Scott.UML Distilled Second Edition A Brief Guide to the Standard Object Modeling Language.Publisher:Addison Wesley,1999.
[31]Craig Larman.姚淑珍,李虎等译.UML和模式应用:面向对象分析与设计导论[M].北京:机械工业出版社,2002
[32]Grady Booch,James Rumbaugh,Ivar Jacobson.邵维忠,张文娟译,孟祥文.UML用户指南[M].北京:机械工业出版社,2001.