SPOC模式下“计算机辅助工业设计”课程的学习行为分析  

Learning Behavior Analysis of Computer Aided Industrial Design Based on SPOC

作　　者：成振波[1,2] 柯善军 秦燕[1] CHENG Zhen-bo;KE Shan-jun;QINYan(Key Laboratory of Advanced Manufacturing Technology for Automobile Parts, Ministry of Education,Chongqing University of Technology, Chongqing 400054, China;Vehicle Engineering Institute, Chongqing University of Technology, Chongqing 400054, China)

机构地区：[1]重庆理工大学汽车零部件先进制造技术教育部重点实验室,重庆400054 [2]重庆理工大学车辆工程学院,重庆400054

出　　处：《西南师范大学学报（自然科学版）》2019年第9期149-155,共7页Journal of Southwest China Normal University(Natural Science Edition)

基　　金：2017年度重庆市教委高等教育改革项目(173113);2016年重庆理工大学校级教改项目(2016YB08,2016YB07)

摘　　要：为了实现“计算机辅助工业设计”课程的小规模限制性在线课程(SPOC)模式改革,对课程模块和考核方式进行了重新规划,并通过在线课程后台数据分析,研究学习行为和学习成绩之间的影响关系.通过对学生个人在线学习行为数据和学习成绩的相关性和回归分析,发现学生课后开始线上学习任务的早晚(学习区间)与学习成绩呈显著正相关;学生完成任务的时长(反刍比)对实操成绩有一定影响,且呈现二次曲线关系.结合学习成绩,可以发现学生个体在学习主动性、学习态度和学习效率的差异,以此采用针对性的教学策略,实现因材施教的教学目的.In order to reform the course of Computer Aided Industrial Design (CAID) into Small Private Online Course (SPOC), the curriculum modules and assessment methods havebeen reset, and the relationship between learning behavior and academic performance been studied by analyzing the data of online courses after class. Through the correlation and regression analysis of students' online learning behavior data and their academic performance, it has beenfound that there is a significant positive correlation between students' academic performance and the time they embarked on the online learning task (learning time interval) after class;the time length of students completed tasks (rumination ratio) has a certain impact on their performance, and presents a quadratic curve relationship. Combining with the academic performance, the differences of students' learning initiative, attitude and efficiency can be excavated out, so as to different students can be put into different teaching strategies.

关 键 词：计算机辅助工业设计 小规模限制性在线课程 学习行为 相关性 回归分析 

分 类 号：G642.0[文化科学—高等教育学]