智能导学环境下个性化学习模型及应用效能评价  

A Model of Personalized Learning in Intelligent Tutoring Environment and Its Evaluation

作　　者：韩建华[1] 姜强[1] 赵蔚[1] 刘东亮[2] Gautam Biswas 

机构地区：[1]东北师范大学计算机科学与信息技术学院,吉林长春130117 [2]吉林大学学报编辑部,吉林长春130012 [3]范德堡大学电子工程和计算机科学学院,美国田纳西州37235

出　　处：《电化教育研究》2016年第7期66-73,共8页E-education Research

基　　金：教育部人文社会科学研究规划基金项目"大数据支持下的个性化自适应学习及教育测量研究"(项目编号:15YJA880027);中央高校基本科研业务费专项资金"吉林农村中小学教师远程培训学习适应性研究"(项目编号:130021049)

摘　　要：教育信息化促进教学飞跃式发展,但是中小学学生的培养仍然是工厂流水线的模式,学生的创新意识薄弱。伴随着创客时代到来,有必要创设智能学习环境促进学生自主学习。本研究依据个性化学习理论和学习分析理论,构建了智能导学系统的结构模型与学习过程模型。并以Betty’s Brain系统为例,采用实证分析研究方法探讨学习者个性化学习过程。结果表明智能导学环境下有助于促进学习者的自我调节、自我反思及自我评价。最后,从元认知视角对学习者个性化学习效能进行了评价,以期研究能对智能导学系统的发展有一个推动作用。Educational informatization has rapidly advanced the development of teaching and learning. However, the fostering of students in primary and secondary schools is still in the mode of mass production in factories. Students still lack the ability of innovating. With the coming of the Maker era, it is necessary to create intelligent learning environment tO promote self-regulated learning. Based on the theories of personalized learning and learning analytics, this study built a structural model and a learning process model of an intelligent tutoring system. Taking Betty＇s Brain system as an example, this study examined the personalized learning process using empirical studying method. Students＇ performance in personalized learning was evaluated from the perspective of meta-cognition. Results indicated that intelligent tutoring system could help improve students＇ self-regulation, self-reflection, and self-evaluation. This study can inform the development of intelligent tutoring system.

关 键 词：个性化学习 智能导学系统 效能评价 元认知 学习分析 

分 类 号：G434[文化科学—教育学]