Folksonomy在网络学习资源管理中的应用研究
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摘要
网络学习资源管理是教育技术学的重要研究领域,其管理模式和管理方法同网络技术的发展密切相关。当前,互联网的应用模式已由Web1.0升级到了Web2.0。Web2.0时代,互联网的生产力和生产关系发生了深刻变化,其内容的生产不再只由大型门户网站或相关机构承担,用户也开始成为互联网内容的创造者,用户之间不再像Web1.0时代那样没有联系或者很少联系,而是可以通过多种方法建立彼此的联系,网络成为一个社会化网络。Folksonomy是Web2.0环境中网络信息资源组织管理的一种重要方法,它较好地适应了对Web2.0环境下微内容的组织管理。而网络学习资源是网络信息资源的子集,有学者指出Folksonomy可以应用于教育资源库的建设。因此,研究Folksonomy在网络学习资源管理中的应用,具有一定的理论意义和实践价值。论文对Folksonomy在网络学习资源管理的应用进行研究,目的是揭示Folksonomy在网络学习资源管理中的应用规律。
论文采用文献分析法、系统科学方法和面向对象方法等研究方法,做了以下几方面的工作。
(1)应用研究的基础分析。在第二章,论文探讨了网络学习资源的概念;研究了网络学习资源管理的理论基础;探讨了Web2.0网络环境;分析了Folksonomy的内涵及其应用模式。
(2)基于Folksonomy的网络学习资源管理的结构分析。在理论研究基础上,第三章分析了基于Folksonomy的网络学习资源管理要素;进而分析了引入Folksonomy后各要素的变化;在要素分析基础上,研究了网络学习资源与学习者、学习者与网络学习资源管理系统、网络学习资源与网络学习资源管理系统、学习者与学习者之间的关系。
(3)基于Folksonomy的网络学习资源管理的过程分析。第四章分析了基于Folksonomy的网络学习资源管理过程,着重研究了每个过程的原理、方法;探讨了引入Folksonomy后网络学习资源的采集机制、组织机制、存储机制和检索机制。
(4)实例系统的开发。介绍了实例系统的开发背景;运用面向对象方法分析了实例系统具有的类以及类之间的结构;还分析了类之间的交互作用。
通过上述工作,论文取得了以下研究成果。
(1)界定了网络学习资源的概念;明确将网络信息资源管理理论、基于资源的学习理论和教育技术资源观作为网络学习资源管理的理论基础;得出了Web2.0环境对网络学习资源管理的启示;总结出基于Folksonomy的网络学习资源管理框架。
(2)研究得出基于Folksonomy的网络学习资源管理的三要素:网络学习资源、学习者和网络学习资源管理系统;总结出基于Folksonomy的网络学习资源管理结构模型。
(3)研究认为基于Folksonomy的网络学习资源管理包括四个过程:采集、组织、存储和检索;总结出基于Folksonomy的网络学习资源管理过程模型。
(4)在论文总结的应用方法的指导下,开发了一个实例系统,对论文总结的应用方法进行了有效性的验证。
论文的主要创新之处体现在以下两个方面。
(1)把Folksonomy引入网络学习资源管理,较为系统地研究了Folksonomy在网络学习资源管理中的应用方法。
(2)采用静态和动态相结合的分析方法,构建了基于Folksonomy的网络学习资源管理的结构模型和过程模型。
今后,应该进一步研究基于Folksonomy的网络学习资源管理的控制机制。
Web-based learning resources management is an important researchable area of Educational Technology. Its management models and management methods depend on the development of network technology. At present, the application model of Internet has upgraded from Web1.0 to Web2.0. In Web2.0 times, the Internet productive forces and production relations have undergone profound changes. Internet content produce no longer only by large portals or related structures, but Internet users started to become content creator. In Web1.0 environment, there is no or very little relationship between users, but in Web2.0 environment, users can build up variety links on the Internet through a variety of methods. The Internet becomes a social network. Folksonomy is an important network information resources management method in Web2.0 environment, it better adapted to the organization and management of micro-content in Web2.0 environment. Web-based learning resource is a subset of network information resource. Some scholars pointed out that folksonomy can be used in the management of educational resources, so researching the application of folksonomy in web-based learning resource management has theoretical meaning and practical value. This paper researches the application of folksonomy in web-based learning resource management, the purpose is to reveal the law of the application in web-based learning resource management using folksonomy.
It researches the following aspects in the paper by document analytical method、systematic method and object-oriented method.
(1)Analyze the basis of the application research. Chapter2 discusses the concept of Web-based learning resource; researches the theoretical basis of web-based learning resource management; treats the Web2.0 environment; analyses the meaning and application pattern of folksonomy.
(2)Analyze the structure of web-based learning resource management on folksonomy. On the base of theoretical research, chpter3 analyzes the elements of web-based learning resource management on folksonomy; further analyzes the change of each element after bringing folksonomy; researches the relationship between the web-based learning resource and the learner、the relationship between the learner and the web-based learning resource management system、the relationship between the web-based learning resource and the web-based learning resource management system、the relationship between the learner and the learner.
(3) Analyze the processes of web-based learning resource management on folksonomy. Chpter4 analyzes the processes of Web-based learning resource management on folksonomy, specially researches the principle and method of each process; treats the collecting mechanism、the organizing mechanism、the storing mechanism and the retrieving mechanism after bringing folksonomy into web-based learning resource management;
(4)Develop the instantial system. Chapter5 introduces the developing background of the instantial system; analyzing the classes and the class architecture of the instantial system through object-oriented method; further analyzes the interaction between the classes.
The research gets the achievements bellow through the work above.
(1)This research defines the concept of web-based learning resource; takes the theory of network information resource management、the theory of resource based learning and the theory of educational resource as the theoretical base of web-based learning resource management; Obtains the enlightenment of Web2.0 environment on the web-based learning resource management; concludes the framework of web-based learning resource management on folksonomy.
(2)This research concludes three elements of web-based learning resource management on folksonomy: web-based learning resource、learner and web-based learning resource management system; Sums up the structural model of web-based learning resource management on folksonomy.
(3) This research considers that there are for processes in web-based learning resource management: collecting、orgnizing、storing and retrieving; Sums up the procedural model of web-based learning resource management on folksonomy.
(4) Under the guidance of the application method which is summarized by this research, this paper develops an instantial system, validates the validity of the application method of this paper.
The innovation of this research can be embodied in the following two aspects.
( 1 ) This research introduces the folksonomy into web-based learning resource management and studies the folksonomy’s application in web-based learning resource management systematically.
(2)This research makes up the structural model and the procedural model of web-based learning resource management on folksonomy by combining static and dynamic analysis methods.
The control mechanism of web-based learning resource management on folksonomy can be done in the further research.
论文采用文献分析法、系统科学方法和面向对象方法等研究方法,做了以下几方面的工作。
(1)应用研究的基础分析。在第二章,论文探讨了网络学习资源的概念;研究了网络学习资源管理的理论基础;探讨了Web2.0网络环境;分析了Folksonomy的内涵及其应用模式。
(2)基于Folksonomy的网络学习资源管理的结构分析。在理论研究基础上,第三章分析了基于Folksonomy的网络学习资源管理要素;进而分析了引入Folksonomy后各要素的变化;在要素分析基础上,研究了网络学习资源与学习者、学习者与网络学习资源管理系统、网络学习资源与网络学习资源管理系统、学习者与学习者之间的关系。
(3)基于Folksonomy的网络学习资源管理的过程分析。第四章分析了基于Folksonomy的网络学习资源管理过程,着重研究了每个过程的原理、方法;探讨了引入Folksonomy后网络学习资源的采集机制、组织机制、存储机制和检索机制。
(4)实例系统的开发。介绍了实例系统的开发背景;运用面向对象方法分析了实例系统具有的类以及类之间的结构;还分析了类之间的交互作用。
通过上述工作,论文取得了以下研究成果。
(1)界定了网络学习资源的概念;明确将网络信息资源管理理论、基于资源的学习理论和教育技术资源观作为网络学习资源管理的理论基础;得出了Web2.0环境对网络学习资源管理的启示;总结出基于Folksonomy的网络学习资源管理框架。
(2)研究得出基于Folksonomy的网络学习资源管理的三要素:网络学习资源、学习者和网络学习资源管理系统;总结出基于Folksonomy的网络学习资源管理结构模型。
(3)研究认为基于Folksonomy的网络学习资源管理包括四个过程:采集、组织、存储和检索;总结出基于Folksonomy的网络学习资源管理过程模型。
(4)在论文总结的应用方法的指导下,开发了一个实例系统,对论文总结的应用方法进行了有效性的验证。
论文的主要创新之处体现在以下两个方面。
(1)把Folksonomy引入网络学习资源管理,较为系统地研究了Folksonomy在网络学习资源管理中的应用方法。
(2)采用静态和动态相结合的分析方法,构建了基于Folksonomy的网络学习资源管理的结构模型和过程模型。
今后,应该进一步研究基于Folksonomy的网络学习资源管理的控制机制。
Web-based learning resources management is an important researchable area of Educational Technology. Its management models and management methods depend on the development of network technology. At present, the application model of Internet has upgraded from Web1.0 to Web2.0. In Web2.0 times, the Internet productive forces and production relations have undergone profound changes. Internet content produce no longer only by large portals or related structures, but Internet users started to become content creator. In Web1.0 environment, there is no or very little relationship between users, but in Web2.0 environment, users can build up variety links on the Internet through a variety of methods. The Internet becomes a social network. Folksonomy is an important network information resources management method in Web2.0 environment, it better adapted to the organization and management of micro-content in Web2.0 environment. Web-based learning resource is a subset of network information resource. Some scholars pointed out that folksonomy can be used in the management of educational resources, so researching the application of folksonomy in web-based learning resource management has theoretical meaning and practical value. This paper researches the application of folksonomy in web-based learning resource management, the purpose is to reveal the law of the application in web-based learning resource management using folksonomy.
It researches the following aspects in the paper by document analytical method、systematic method and object-oriented method.
(1)Analyze the basis of the application research. Chapter2 discusses the concept of Web-based learning resource; researches the theoretical basis of web-based learning resource management; treats the Web2.0 environment; analyses the meaning and application pattern of folksonomy.
(2)Analyze the structure of web-based learning resource management on folksonomy. On the base of theoretical research, chpter3 analyzes the elements of web-based learning resource management on folksonomy; further analyzes the change of each element after bringing folksonomy; researches the relationship between the web-based learning resource and the learner、the relationship between the learner and the web-based learning resource management system、the relationship between the web-based learning resource and the web-based learning resource management system、the relationship between the learner and the learner.
(3) Analyze the processes of web-based learning resource management on folksonomy. Chpter4 analyzes the processes of Web-based learning resource management on folksonomy, specially researches the principle and method of each process; treats the collecting mechanism、the organizing mechanism、the storing mechanism and the retrieving mechanism after bringing folksonomy into web-based learning resource management;
(4)Develop the instantial system. Chapter5 introduces the developing background of the instantial system; analyzing the classes and the class architecture of the instantial system through object-oriented method; further analyzes the interaction between the classes.
The research gets the achievements bellow through the work above.
(1)This research defines the concept of web-based learning resource; takes the theory of network information resource management、the theory of resource based learning and the theory of educational resource as the theoretical base of web-based learning resource management; Obtains the enlightenment of Web2.0 environment on the web-based learning resource management; concludes the framework of web-based learning resource management on folksonomy.
(2)This research concludes three elements of web-based learning resource management on folksonomy: web-based learning resource、learner and web-based learning resource management system; Sums up the structural model of web-based learning resource management on folksonomy.
(3) This research considers that there are for processes in web-based learning resource management: collecting、orgnizing、storing and retrieving; Sums up the procedural model of web-based learning resource management on folksonomy.
(4) Under the guidance of the application method which is summarized by this research, this paper develops an instantial system, validates the validity of the application method of this paper.
The innovation of this research can be embodied in the following two aspects.
( 1 ) This research introduces the folksonomy into web-based learning resource management and studies the folksonomy’s application in web-based learning resource management systematically.
(2)This research makes up the structural model and the procedural model of web-based learning resource management on folksonomy by combining static and dynamic analysis methods.
The control mechanism of web-based learning resource management on folksonomy can be done in the further research.
引文
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