自适应网络课程的设计研究
|
摘要
计算机和网络技术的发展以及广泛的应用,使得基于互联网的现代远程教育方式——网络教育,逐渐成为人们获取知识,实现终身学习的重要手段。网络课程作为目前网络教育的重要资源,以其独特的魅力走进教育教学之中。然而,从学习者的角度出发,对具有不同背景知识、认知结构的学习者,网络课程呈现相同的学习内容、学习资源以及练习/测试;同时,对具有不同学习偏好和学习风格的学习者,学习内容的组织方式、教学策略等也是相同的,这就使得网络课程缺乏针对性。不能根据学习者的特点改变学习内容以适应学习者的学习风格和知识状态,使得网络课程缺乏适应性和智能性,从而限制了个别化教学的发展。
为了解决现有网络课程对于进行个别化教学存在的针对性不强、缺乏适应性和智能性等问题,同时为了使得网络教学更加符合学习者的认知规律,适应学习者已有的认知结构和学习风格,本论文研究设计一个智能化、个性化的自适应网络课程。根据智能教学系统和适应性超媒体系统的成功开发,以适应性学习理论、认知灵活性理论、多元智能理论、教学设计理论等作为理论指导,构建了自适应网络课程的理论结构模型,模型主要由三大部分组成,即服务器端、人机接口和用户端,其中服务器端的学生模型设计和知识模型设计是本论文的研究重点。通过设计的学生模型和知识模型,对构建的自适应网络课程理论模型进行功能分析,以检验是否完成所要实现的目标。本文还详细介绍了自适应网络课程的相关概念以及开发自适应网络课程所需要的相关技术,总结了本论文的主要研究内容以及存在的不足,并且提出了进一步的研究方向。
本论文构建的自适应网络课程结构模型以及学生模型和知识模型的设计对自适应网络课程的开发不仅具有指导意义,而且为其深入研究提供建设性意见。
With the development and the extensive applications of computer and network technology, Network Education—the modern long-distance education method base on internet, becomes a main way for people to obtain knowledge and learn all lifetime. Network Course is the important resource for Network Education and it plays more and more important role in the education according to it self’s distinct character. However, from the learners’point of view, Network Course presents the same content, learning resource and practice/test although the learners have the different background and knowledge structure; while, Network Course also presents the same organization way of content and education strategy for learners who have their own studying habit and style, this will make the Network Course lack the pertinence. Network Course does not according to the learners’character to change learning content for adapting learners’learning style and knowledge condition. This will make Network Course lack adaptability and intellectuality. Therefore, it limits the development of individual education.
Network Course has the problems of less powerful pertinence, adaptability and intellectuality. To solve these problems and make network education accord with learners’cognitive regular to adapt learners’old cognitive structure and learner style, the article design and research an intelligent and individual Self-Adapted Network Course. The structure of the Self-Adapted Network Course Mode has been set up base on the Intelligence Teaching System and Adaptable Hypermedia System’s successful exploring. The theory guide of Self-Adapted Network Course includes the Adaptable learning theory, the Cognitive Flexible Theory, Pluralistic Intelligence Theory, Instructional Design Theory and so on. The mode can be divided into three parts; those are Server Port, Man-Machine Interface and Client Port. And the Student Model and Knowledge Model of the Server Port are the main researching point for the whole article. Through the designed Student Model and Knowledge Model analyze the function of the building the Self-Adapted Network Course Theory Mode in order to check the accomplishment situation for the realized purpose. The article also introduces the related concept and key technology which needed in exploring the Self-Adapted Network Course in details and also concludes some limitations for this article; meanwhile, the future researching direction was raised at the same time.
The building of Self-Adapted Network Course’theory structure mode and the designing of student mode and knowledge mode not only have the guiding sense for the development of Self-Adapted Network Course, but also provide the constructive opinion to deep-research.
为了解决现有网络课程对于进行个别化教学存在的针对性不强、缺乏适应性和智能性等问题,同时为了使得网络教学更加符合学习者的认知规律,适应学习者已有的认知结构和学习风格,本论文研究设计一个智能化、个性化的自适应网络课程。根据智能教学系统和适应性超媒体系统的成功开发,以适应性学习理论、认知灵活性理论、多元智能理论、教学设计理论等作为理论指导,构建了自适应网络课程的理论结构模型,模型主要由三大部分组成,即服务器端、人机接口和用户端,其中服务器端的学生模型设计和知识模型设计是本论文的研究重点。通过设计的学生模型和知识模型,对构建的自适应网络课程理论模型进行功能分析,以检验是否完成所要实现的目标。本文还详细介绍了自适应网络课程的相关概念以及开发自适应网络课程所需要的相关技术,总结了本论文的主要研究内容以及存在的不足,并且提出了进一步的研究方向。
本论文构建的自适应网络课程结构模型以及学生模型和知识模型的设计对自适应网络课程的开发不仅具有指导意义,而且为其深入研究提供建设性意见。
With the development and the extensive applications of computer and network technology, Network Education—the modern long-distance education method base on internet, becomes a main way for people to obtain knowledge and learn all lifetime. Network Course is the important resource for Network Education and it plays more and more important role in the education according to it self’s distinct character. However, from the learners’point of view, Network Course presents the same content, learning resource and practice/test although the learners have the different background and knowledge structure; while, Network Course also presents the same organization way of content and education strategy for learners who have their own studying habit and style, this will make the Network Course lack the pertinence. Network Course does not according to the learners’character to change learning content for adapting learners’learning style and knowledge condition. This will make Network Course lack adaptability and intellectuality. Therefore, it limits the development of individual education.
Network Course has the problems of less powerful pertinence, adaptability and intellectuality. To solve these problems and make network education accord with learners’cognitive regular to adapt learners’old cognitive structure and learner style, the article design and research an intelligent and individual Self-Adapted Network Course. The structure of the Self-Adapted Network Course Mode has been set up base on the Intelligence Teaching System and Adaptable Hypermedia System’s successful exploring. The theory guide of Self-Adapted Network Course includes the Adaptable learning theory, the Cognitive Flexible Theory, Pluralistic Intelligence Theory, Instructional Design Theory and so on. The mode can be divided into three parts; those are Server Port, Man-Machine Interface and Client Port. And the Student Model and Knowledge Model of the Server Port are the main researching point for the whole article. Through the designed Student Model and Knowledge Model analyze the function of the building the Self-Adapted Network Course Theory Mode in order to check the accomplishment situation for the realized purpose. The article also introduces the related concept and key technology which needed in exploring the Self-Adapted Network Course in details and also concludes some limitations for this article; meanwhile, the future researching direction was raised at the same time.
The building of Self-Adapted Network Course’theory structure mode and the designing of student mode and knowledge mode not only have the guiding sense for the development of Self-Adapted Network Course, but also provide the constructive opinion to deep-research.
引文
① 杨晓萍,基于 Agent 的网络课程智能化研究,哈尔滨工程大学硕士学位论文,2005.6
① 徐浙宁,郑妙晨,国内“学习适应性”研究综述,http://202.121.15.143:82/document/2000/jk000512.htm
①顾明远. 《教育大辞典(增订合编本)》[Z]. 上海教育出版社.1997,(892)
①关于网络课件设计规范, http://202.194.168.91/web/yxgrzd/grzd/2/tiandexiao/kejian/4.htm
① 什么是网络学习? http://www.sne.snnu.edu.cn/snesite/4_zxxx/xxzn/2.html
① 王永固,基于 Web 的适应性学习系统研究,东北师范大学硕士学位论文,2003.5
① R·M·加涅等著.教学设计原理[M].华东师范大学出版社.2001
①陈品德.基于 Web 的适应性学习支持系统研究:(博士学位论文),华南师范大学,2003
[1]丁兴富.网络教育——教学与认知发展新视角[M].中国轻工业出版社.2003
[2]武法提.国外网络教育的研究与发展[M].北京师范大学出版社.2003
[3]黄景碧.网络远程教学技术基础[M].清华大学出版社.2005
[4]祝智庭.现代教育技术——走向信息化教育[M].教育科学出版社.2002
[5]R·M·加涅等著.教学设计原理[M].华东师范大学出版社.2001
[6]杨宗凯,吴砥,刘清堂.网络教育标准与技术[M].清华大学出版社.2003
[7]陈品德.基于 Web 的适应性学习支持系统研究:(博士学位论文),华南师范大学,2003
[8]钟启泉,高文,赵中建.多维视角下的教育理论与思潮[M].教育科学出版社.2004
[9]钟启泉.学科教学论基础[M].华东师范大学出版社.2001
[10]皮连生.学与教的心理学[M].华东师范大学出版社.2006
[11]Design of Student Model Centered Web Based Adaptive Learning System, Proceeding of SITE2002, Association for the Advancement of Computing in Education, 2002, 3
[12]Brusilovsky , P.(2001)Adaptive hypermedia. User Modeling and User Adapted Interaction, Ten Year Anniversary Issue
[13]叶海智,李莹. 感知觉通道偏爱差异—自适应网络课程设计不可忽视的因素[J].现代远距离教育.2005,(6)
[14]张荣华,徐春成.自适应学习的网络课程内容设计探究[J].中国现代教育装备.2005,(9)
[15]柏宏权.基于适应性超媒体技术的智能网络课程[J].南京师范大学学报(工程技术版).2004,(9)
[16]邹峻. 面向学习者的网络课程设计方案——兼论教师学习使用的网络课程资源开发[J].现代教育技术.2004,(3)
[17]孙晓梅,黄金光. 谈谈网络课程的适应性[J].现代教育技术.2003,(2)
[18]郑志高.自适应网络课程设计研究:(硕士学位论文).陕西师范大学,2003
[19]朱莉,王鹏,徐万胥.基于多元智能理论的网络课程教学设计研究[J].开放教育研究.2004,(3)
[20] Joe L. Kincheloe. 多元智力再思考[M].中国轻工业出版社.2004
[21]葛彦强.适应性学习的学习者特征分析.吉林大学硕士学位论文.2005
[22]王永辉,张增荣.网络课程的学习适应初探[J].现代远程教育研究.2004,(4)
[23]余小艳,陈伟杰,王润华.多元智能理论对网络课程教学设计的启示[J].现代远程教育.2005,(6)
[24]孙音弦.网上适应性学习的支持系统研究:(硕士学位论文).华东师范大学,2003
[25]倪丽君,徐梅林. 基于 Web 的适应性学习支持系统初探[J].教育技术导刊.2005,(1)
[26]贾瑞凤.网络课程中适应性教学策略的设计[J].中国电化教育.2003,(12)
[27] 顾明远. 《教育大辞典(增订合编本)》[Z]. 上海教育出版社.1997,(892)
[28] 柳栋.网络教学的定义. http://www.edu.cn/20020513/3025923_2.shtml
[29] 刘冰.Asp 技术综述. http://www.accbe.com/web_page/lunwen/148.htm
[30] Learning Orientations. http://www.trainingplace.com/source/research/learningorientations.htm
[31]施良方.学习论.北京:人民教育出版社,2001
[32]王永固.基于 Web 的适应性学习系统研究:(硕士学位论文).东北师范大学,2003
[33]巴巴拉·西尔斯,丽塔·里齐,乌美娜等译.教学技术:领域的定义和范畴.中央广播电视大学出版社,1999
[34]顾力雄,陈琦.认知灵活性理论、超文本和 Internet 网络教学.http://etc.elec.bnu.edu.cn/
[35]何克抗.建构主义——革新传统教学的理论基础.http://etc.elec.bnu.edu.cn/
[36]王陆,王美华.ITS 系统中基于关系模型的知识表示.北京大学学报(自然科学版).第36 卷,第 5 期
[37] 王策三.教学论稿.北京:人民教育出版社,2002
① 徐浙宁,郑妙晨,国内“学习适应性”研究综述,http://202.121.15.143:82/document/2000/jk000512.htm
①顾明远. 《教育大辞典(增订合编本)》[Z]. 上海教育出版社.1997,(892)
①关于网络课件设计规范, http://202.194.168.91/web/yxgrzd/grzd/2/tiandexiao/kejian/4.htm
① 什么是网络学习? http://www.sne.snnu.edu.cn/snesite/4_zxxx/xxzn/2.html
① 王永固,基于 Web 的适应性学习系统研究,东北师范大学硕士学位论文,2003.5
① R·M·加涅等著.教学设计原理[M].华东师范大学出版社.2001
①陈品德.基于 Web 的适应性学习支持系统研究:(博士学位论文),华南师范大学,2003
[1]丁兴富.网络教育——教学与认知发展新视角[M].中国轻工业出版社.2003
[2]武法提.国外网络教育的研究与发展[M].北京师范大学出版社.2003
[3]黄景碧.网络远程教学技术基础[M].清华大学出版社.2005
[4]祝智庭.现代教育技术——走向信息化教育[M].教育科学出版社.2002
[5]R·M·加涅等著.教学设计原理[M].华东师范大学出版社.2001
[6]杨宗凯,吴砥,刘清堂.网络教育标准与技术[M].清华大学出版社.2003
[7]陈品德.基于 Web 的适应性学习支持系统研究:(博士学位论文),华南师范大学,2003
[8]钟启泉,高文,赵中建.多维视角下的教育理论与思潮[M].教育科学出版社.2004
[9]钟启泉.学科教学论基础[M].华东师范大学出版社.2001
[10]皮连生.学与教的心理学[M].华东师范大学出版社.2006
[11]Design of Student Model Centered Web Based Adaptive Learning System, Proceeding of SITE2002, Association for the Advancement of Computing in Education, 2002, 3
[12]Brusilovsky , P.(2001)Adaptive hypermedia. User Modeling and User Adapted Interaction, Ten Year Anniversary Issue
[13]叶海智,李莹. 感知觉通道偏爱差异—自适应网络课程设计不可忽视的因素[J].现代远距离教育.2005,(6)
[14]张荣华,徐春成.自适应学习的网络课程内容设计探究[J].中国现代教育装备.2005,(9)
[15]柏宏权.基于适应性超媒体技术的智能网络课程[J].南京师范大学学报(工程技术版).2004,(9)
[16]邹峻. 面向学习者的网络课程设计方案——兼论教师学习使用的网络课程资源开发[J].现代教育技术.2004,(3)
[17]孙晓梅,黄金光. 谈谈网络课程的适应性[J].现代教育技术.2003,(2)
[18]郑志高.自适应网络课程设计研究:(硕士学位论文).陕西师范大学,2003
[19]朱莉,王鹏,徐万胥.基于多元智能理论的网络课程教学设计研究[J].开放教育研究.2004,(3)
[20] Joe L. Kincheloe. 多元智力再思考[M].中国轻工业出版社.2004
[21]葛彦强.适应性学习的学习者特征分析.吉林大学硕士学位论文.2005
[22]王永辉,张增荣.网络课程的学习适应初探[J].现代远程教育研究.2004,(4)
[23]余小艳,陈伟杰,王润华.多元智能理论对网络课程教学设计的启示[J].现代远程教育.2005,(6)
[24]孙音弦.网上适应性学习的支持系统研究:(硕士学位论文).华东师范大学,2003
[25]倪丽君,徐梅林. 基于 Web 的适应性学习支持系统初探[J].教育技术导刊.2005,(1)
[26]贾瑞凤.网络课程中适应性教学策略的设计[J].中国电化教育.2003,(12)
[27] 顾明远. 《教育大辞典(增订合编本)》[Z]. 上海教育出版社.1997,(892)
[28] 柳栋.网络教学的定义. http://www.edu.cn/20020513/3025923_2.shtml
[29] 刘冰.Asp 技术综述. http://www.accbe.com/web_page/lunwen/148.htm
[30] Learning Orientations. http://www.trainingplace.com/source/research/learningorientations.htm
[31]施良方.学习论.北京:人民教育出版社,2001
[32]王永固.基于 Web 的适应性学习系统研究:(硕士学位论文).东北师范大学,2003
[33]巴巴拉·西尔斯,丽塔·里齐,乌美娜等译.教学技术:领域的定义和范畴.中央广播电视大学出版社,1999
[34]顾力雄,陈琦.认知灵活性理论、超文本和 Internet 网络教学.http://etc.elec.bnu.edu.cn/
[35]何克抗.建构主义——革新传统教学的理论基础.http://etc.elec.bnu.edu.cn/
[36]王陆,王美华.ITS 系统中基于关系模型的知识表示.北京大学学报(自然科学版).第36 卷,第 5 期
[37] 王策三.教学论稿.北京:人民教育出版社,2002