人机协同精准教学整体框架与关键环节设计  

Design on the Overall Framework and Key Links of Human-computer Collaborative Precision Teaching

作　　者：符雪姣[1,2] 曾明星 张友福[5] FU Xuejiao;ZENG Mingxing;ZHANG Youfu(School of Sports Science,Jishou University,Jishou 416000,China;Adamson University,Manila 1000,Philippines;School of Computer Science and Engineering,Jishou University,Zhangjiajie 427000,China;School of Teacher Education,Jishou University,Jishou 416000,China;Teaching and Research and Student Affairs Center in Zhangjiajie Campus,Jishou University,Zhangjiajie 427000,China)

机构地区：[1]吉首大学体育科学学院,湖南吉首416000 [2]亚当森大学,马尼拉1000 [3]吉首大学计算机科学与工程学院,湖南张家界427000 [4]吉首大学教师教育学院,湖南吉首416000 [5]吉首大学张家界校区教学科研与学生事务中心,湖南张家界427000

出　　处：《开放教育研究》2023年第2期91-102,共12页Open Education Research

基　　金：2022年度湖南省社会科学基金教育学专项重点项目“学习状态智能监控与自适应学习空间模型构建研究”(JJ226529);2021年度湖南省普通高等学校教学改革研究项目“基于信息技术的精准教学路径研究”(HNJG-2021-0694)。

摘　　要：人机协同精准教学是人与机器相互协作、取长补短,形成正反馈关系,共同完成精准学情获取、精准确定目标、精准设计资源、精准教学干预的教学方式。其中,学情获取是开展精准教学的前提,教学目标是精准教学的起点与灵魂,教学资源是精准教学的客体与内容,教学干预是精准教学的核心。本研究设计这四个关键环节的实施过程,通过建立教学目标序列、颗粒化教学资源、层次化教学干预与差异化学习需求之间的动态映射与匹配关系,实现“按需定教”;构建了班级整体教学干预、小组分层教学干预和个体特征教学干预三层次人机协同课堂教学干预机制。教师还需结合课程特征、课程内容和学生认知发展阶段,依据学生的共性与个性开展教学干预,才能有效破解规模化教学与个性化培养这一根本矛盾,提升教育教学质量。Human-machine collaborative precision teaching is the interaction between people and machines to accomplish instructional goals by learning from each other, creating positive feedback, and jointly completing the four key elements of precision teaching: Information acquisition, precision teaching goal determination, precision teaching resource design, and precision teaching intervention.Among them, Information acquisition is the premise of precision teaching, teaching goals are the starting point and soul of precision teaching, teaching resources are the object and content of precision teaching, and teaching intervention is the core of precision teaching. This study, based on the requirements and processes for the implementation of these four key elements, established a dynamic mapping system to achieve "teaching according to needs" by matching relationship between teaching objectives and the sequence, identifying specific required teaching resources, realizing multi-level interventions informed by differentiated learning needs. The study focused on the research and construction of the "three-level" human-computer collaborative teaching intervention mechanism for the interventions of overall class teaching, the group layered teaching, and the individual characteristic teaching. These three mechanisms need to be designed in coordination with the characteristics of the curriculum, the content of the curriculum and the cognitive ability of students, while taking full account of the generality and individuality of students. Through this, it is hoped to effectively solve the fundamental contradiction between the modular teaching of large and medium-sized class and personalized training, and vigorously improve the quality of education and teaching.

关 键 词：人机协同 精准教学 精准学情 精准目标 精准资源 精准干预 

分 类 号：G434[文化科学—教育学]