基于多模态学习分析的课堂教学行为识别与评价模型研究  

Research on Classroom Teaching Behavior Recognition and Evaluation Model Based on Multimodal Learning Analysis

作　　者：张叶姣 李逍 ZHANG Yejiao;LI Xiao(Yunnan Technology and Business University,Kunming Yunnan 650000,China)

机构地区：[1]云南工商学院,云南昆明650000

出　　处：《信息与电脑》2025年第1期233-235,共3页Information & Computer

摘　　要：随着教育信息化的快速发展,利用多模态学习分析技术对课堂教学行为进行识别与评价已成为教育研究的热点。文章在梳理多模态学习分析技术的基础上,分析了当前课堂教学行为识别与评价存在的问题,并提出了一种基于多模态学习分析的课堂教学行为识别与评价模型。该模型通过构建多维度行为识别指标体系,建立多源异构的数据采集机制,搭建智能化的识别与评价系统,形成了“数据采集—行为识别—智能评价—学习分析—优化教学”的闭环应用。研究成果对于推动课堂教学改革、提高教学质量具有重要意义。With the rapid development of educational informatization,the identification and evaluation of classroom teaching behaviors using multimodal learning analysis technology has become a hot topic in educational research.Based on an overview of multimodal learning analysis technology,the paper analyzes the current issues in classroom teaching behavior identification and evaluation,and proposes a multimodal learning analysis-based model for classroom teaching behavior identification and evaluation.The model constructs a multi-dimensional behavior identification indicator system,establishes a multi-source heterogeneous data collection mechanism,and builds an intelligent identification and evaluation system,forming a closed-loop application of“data collection-behavior identification-intelligent evaluation-learning analysis-teaching optimization”.The findings are of significant importance for promoting classroom teaching reforms and improving teaching quality.

关 键 词：多模态学习分析 教学行为识别 教学评价 

分 类 号：G434[文化科学—教育学]