教育可计算化的理论模型与分析框架  

The Theoretical Model and Analytical Framework of Computability in Education

作　　者：祝智庭[1] 李锋[1] 

机构地区：[1]华东师范大学开放教育学院,上海200062

出　　处：《电化教育研究》2016年第1期5-11,共7页E-education Research

基　　金：全国教育科学规划课题"十二五"规划2014年立项课题"智慧环境学习构建与应用研究"(课题编号:BCA140051)

摘　　要：信息技术在教育中的广泛应用,使得教育信息已不再是一种简单的视觉和感官内容,更成为一种可捕捉、可量化、可传递的教育数据,基于数据分析的学习指导已成为个性化教育的一个重要特征。文章从发展的视角界定教育可计算化的内涵;依据现代学习理论,分析教育系统中各要素之间的相互关系,梳理出行为系统学习模型、认知系统学习模型、学习生态系统学习模型;针对不同类型的教育数据设计与之相符合的教育算法,开发(或选择)相应的计算工具,形成具有操作特征的教育可计算化分析框架。With the extensive use of Information Technology tools in education, educational information cannot be simply considered as visual and sensory content. It becomes educational data that can be captured, quantified, and transmitted. Learning guide based on data analysis has become an important feature of personalized learning. In this paper, the authors define the meaning of computability in education from a developmental perspective. Referring to learning theories, the authors analyze the inter- relationship among the elements of educational system, and identify three computational models： the behavior-system model, the cognition-system model, and the learning eco-system model. Aiming at different types of educational data, the authors also discuss the design of corresponding educational algorithm, the development （or selection） of computing tools, and an operational analytical framework of computability in education.

关 键 词：教育可计算 理论模型 分析框架 

分 类 号：G434[文化科学—教育学]