本文選題：移動學(xué)習(xí) + Big6模式��； 參考：《河南師范大學(xué)》2014年碩士論文

【摘要】：隨著互聯(lián)網(wǎng)技術(shù)和學(xué)習(xí)理念的不斷發(fā)展，個性化學(xué)習(xí)，自主學(xué)習(xí)，情景式學(xué)習(xí)等新型學(xué)習(xí)理念正逐漸受到人們的追捧�；谝苿踊ヂ�(lián)網(wǎng)的移動學(xué)習(xí)突破了傳統(tǒng)的學(xué)習(xí)條件限制，可實(shí)現(xiàn)隨時隨地的學(xué)習(xí)。特別是可充分利用生活中的時間片段進(jìn)行碎片化學(xué)習(xí)的優(yōu)勢，為自主學(xué)習(xí)及情景學(xué)習(xí)提供了支撐，正成為當(dāng)下一種流行的學(xué)習(xí)方式，也為個性化學(xué)習(xí)提供了一個良好選擇。移動學(xué)習(xí)大多是在缺乏教師指導(dǎo)的條件下由學(xué)習(xí)者獨(dú)立自主完成的，在這一過程中，學(xué)習(xí)者根據(jù)移動終端設(shè)備獲取到的信息進(jìn)行知識的建構(gòu)。但目前網(wǎng)絡(luò)中的信息良莠不齊，學(xué)習(xí)者需具備良好的信息搜集，加工處理，評價等能力，才能從龐大的網(wǎng)絡(luò)信息庫中提取有價值的信息并正確高效的完成知識的建構(gòu)。因此，良好的信息素養(yǎng)在學(xué)習(xí)者進(jìn)行移動學(xué)習(xí)的過程中就顯得尤為重要。國內(nèi)對信息素養(yǎng)的研究大多停留在理論層面，缺少相應(yīng)的培養(yǎng)措施。隨著移動互聯(lián)網(wǎng)的發(fā)展，，移動學(xué)習(xí)的研究正逐步深入，對移動學(xué)習(xí)的模式，系統(tǒng)的設(shè)計(jì)及開發(fā)等都進(jìn)行了探究。但在移動學(xué)習(xí)系統(tǒng)的開發(fā)過程中大多關(guān)注技術(shù)的實(shí)現(xiàn)，缺乏相應(yīng)的理論指導(dǎo)。對于移動學(xué)習(xí)者的信息素養(yǎng)培養(yǎng)關(guān)注不足，缺少相應(yīng)的針對移動學(xué)習(xí)者信息素養(yǎng)培養(yǎng)的學(xué)習(xí)平臺。 文章基于教育技術(shù)的視角，運(yùn)用Big6主題探究式學(xué)習(xí)理論分析了基于Android的移動學(xué)習(xí)系統(tǒng)的設(shè)計(jì)與研究過程。通過文獻(xiàn)研究的方法，首先分析了當(dāng)前移動學(xué)習(xí)的概念、優(yōu)勢，發(fā)展趨勢以及支撐移動學(xué)習(xí)的理論基礎(chǔ)和技術(shù)基礎(chǔ)。為了進(jìn)行移動學(xué)習(xí)系統(tǒng)的設(shè)計(jì)與開發(fā)，在對比了目前主流的三大移動操作系統(tǒng)之后，選擇了Android作為開發(fā)的平臺。同時分析了Android的系統(tǒng)架構(gòu)，Android開發(fā)的一些技術(shù)基礎(chǔ)，包括四大組件，UI布局，數(shù)據(jù)解析等。然后通過調(diào)查問卷的方式，初步了解了當(dāng)前移動學(xué)習(xí)者的信息素養(yǎng)狀況，并在此基礎(chǔ)之上結(jié)合Big6模式的相關(guān)理論，設(shè)計(jì)了一個基于Big6主題探究式學(xué)習(xí)的培養(yǎng)學(xué)習(xí)者信息素養(yǎng)的在線移動學(xué)習(xí)系統(tǒng)模型。最后采用軟件工程的方法，從可行性分析，需求分析，詳細(xì)設(shè)計(jì)，開發(fā)實(shí)現(xiàn)，測試四個方面完成了系統(tǒng)的構(gòu)建，并詳細(xì)論述了構(gòu)建的過程。文章最后對本次研究的成果和還待完成的工作進(jìn)行了說明。 本文將教育技術(shù)理論引入到移動學(xué)習(xí)系統(tǒng)的設(shè)計(jì)與研究中，通過理論模型構(gòu)建和技術(shù)實(shí)踐兩個方面探討了運(yùn)用Big6的相關(guān)理論指導(dǎo)移動學(xué)習(xí)系統(tǒng)設(shè)計(jì)與研究的過程，為提升移動學(xué)習(xí)系統(tǒng)的適用性和移動學(xué)習(xí)者的信息素養(yǎng)進(jìn)行了積極的探索。
[Abstract]:With the continuous development of Internet technology and learning ideas, personalized learning, autonomous learning, situational learning and other new learning concepts are gradually being sought after by people. Mobile learning based on mobile Internet breaks through the traditional learning conditions and can realize learning anytime and anywhere. In particular, it can make full use of the advantage of fragmented learning in life, which provides support for autonomous learning and situational learning, and is becoming the next popular learning method, and also provides a good choice for individualized learning. Most of the mobile learning is accomplished by the learner independently without the guidance of the teacher. In this process, the learner constructs the knowledge according to the information acquired by the mobile terminal device. However, the information in the network is intermingled at present. Learners need to have the ability of collecting, processing, evaluating and so on, in order to extract valuable information from the huge network information database and complete the construction of knowledge correctly and efficiently. Therefore, good information literacy is particularly important in the process of mobile learning. The domestic research on information literacy mostly stays at the theoretical level, and lacks the corresponding training measures. With the development of mobile Internet, the research of mobile learning is gradually deepening, the mode of mobile learning, the design and development of the system are explored. However, in the development of mobile learning system, most of the attention is paid to the realization of technology, and lack of corresponding theoretical guidance. Insufficient attention is paid to the information literacy training of mobile learners, and there is a lack of corresponding learning platform for information literacy training of mobile learners. Based on the perspective of educational technology, this paper analyzes the design and research process of mobile learning system based on Android with the help of Big6 subject inquiry learning theory. Through the method of literature research, this paper first analyzes the concept, advantages, development trend and the theoretical and technical basis of mobile learning. In order to design and develop the mobile learning system, after comparing the three main mobile operating systems, Android is chosen as the development platform. At the same time, this paper analyzes the technical foundation of Android system architecture, including the UI layout of four components, data parsing and so on. Then through the way of questionnaire, we have a preliminary understanding of the current information literacy of mobile learners, and on this basis, combining with the relevant theory of Big6 model, An online mobile learning system model for cultivating learners' information literacy based on Big6 subject inquiry learning is designed. Finally, the software engineering method is used to complete the system construction from four aspects: feasibility analysis, requirement analysis, detailed design, development and test, and the construction process is discussed in detail. At the end of the paper, the results of this study and the work to be done are explained. This paper introduces the theory of educational technology into the design and research of mobile learning system, and discusses the process of designing and researching mobile learning system by using Big6's related theory from the aspects of theoretical model construction and technical practice. In order to improve the applicability of mobile learning system and mobile learners' information literacy, active exploration is made.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 郭朝明;;信息化時代信息素養(yǎng)的內(nèi)涵與培養(yǎng)[J];電化教育研究;2007年11期

2 祝智庭;郁曉華;;電子書包系統(tǒng)及其功能建模[J];電化教育研究;2011年04期

3 曾曉牧;孫平;王夢麗;杜慰純;;北京地區(qū)高校信息素質(zhì)能力指標(biāo)體系研究[J];大學(xué)圖書館學(xué)報;2006年03期

4 譚艷梅;曹華;;從1G到3G移動通信技術(shù)[J];廣西質(zhì)量監(jiān)督導(dǎo)報;2008年08期

5 湯躍明;查宏波;;移動云環(huán)境下自主學(xué)習(xí)系統(tǒng)的構(gòu)建研究[J];中國遠(yuǎn)程教育;2014年01期

6 桂清揚(yáng);基更博士新著《學(xué)習(xí)的未來:從數(shù)字學(xué)習(xí)到移動學(xué)習(xí)》述評——從數(shù)字學(xué)習(xí)到移動學(xué)習(xí)[J];開放教育研究;2003年02期

7 張滿才;丁新;;在線教育:從機(jī)遇增長,到融入主流、穩(wěn)步發(fā)展——美國在線高等教育系列調(diào)查評估對我國網(wǎng)絡(luò)教育發(fā)展的啟示[J];開放教育研究;2006年02期

8 張進(jìn)寶;黃榮懷;張連剛;;智慧教育云服務(wù):教育信息化服務(wù)新模式[J];開放教育研究;2012年03期

9 伍丹;熊才平;;利用Big6培養(yǎng)學(xué)生的信息素養(yǎng)[J];中國教育信息化;2007年10期

10 于光媚;;2014年中國互聯(lián)網(wǎng)產(chǎn)業(yè)關(guān)鍵詞:跨界、融合[J];通信世界;2014年02期

相關(guān)博士學(xué)位論文 前1條

1 韓晶;大數(shù)據(jù)服務(wù)若干關(guān)鍵技術(shù)研究[D];北京郵電大學(xué);2013年

本文編號：2080515