中小學(xué)生網(wǎng)絡(luò)學(xué)習(xí)偏離的識別與對策研究
發(fā)布時間：2018-08-02 07:28
【摘要】：近年來隨著全國中小學(xué)的“翻轉(zhuǎn)課堂”和“空中課堂”的不斷推行，網(wǎng)絡(luò)教育已經(jīng)在中小學(xué)教育中得到了的迅速發(fā)展，中小學(xué)生的學(xué)習(xí)方式在網(wǎng)絡(luò)計算機技術(shù)的強有力的支持下得到了巨大改變，學(xué)習(xí)的網(wǎng)絡(luò)自主學(xué)習(xí)已經(jīng)在中小學(xué)習(xí)的生活學(xué)習(xí)中占據(jù)了重要的地位，專家學(xué)者很少注意到網(wǎng)絡(luò)學(xué)習(xí)過程發(fā)生學(xué)習(xí)偏離的不可避免性，本文試圖通過對網(wǎng)絡(luò)自主學(xué)習(xí)過程中的學(xué)習(xí)行為進行定性定量的分析來建立一個具體的細致的與偏離有關(guān)的行為模型，為網(wǎng)絡(luò)自主學(xué)習(xí)過程中的學(xué)習(xí)偏離情況提供識別基礎(chǔ)，并提出改善學(xué)習(xí)偏離的對策，最后通過實驗驗證對策的有效性。本文的具體章節(jié)安排如下： 第一章，緒論。本章內(nèi)容包括對中小學(xué)網(wǎng)絡(luò)自主學(xué)習(xí)過程中學(xué)習(xí)偏離現(xiàn)象的研究背景和意義的概括，在對中小學(xué)偏離現(xiàn)象的研究現(xiàn)狀的總結(jié)基礎(chǔ)上提出了本文的研究方法、研究目標(biāo)以及主要的研究內(nèi)容。 第二章，理論基礎(chǔ)及相關(guān)概念界定。主要介紹了本研究的相關(guān)概念界定，通過對學(xué)習(xí)行為理論的引入，闡述了學(xué)習(xí)偏離的概念界定，并介紹了元認知理論思想。 第三章，網(wǎng)絡(luò)學(xué)習(xí)偏離的識別。本章作為本文的一個重點，在對網(wǎng)絡(luò)學(xué)習(xí)行為深入的系統(tǒng)的更為細致的分析研究的基礎(chǔ)上，建立了基于學(xué)習(xí)任務(wù)的層次化的網(wǎng)絡(luò)學(xué)習(xí)行為模型，得到了網(wǎng)絡(luò)自主學(xué)習(xí)行為與學(xué)習(xí)偏離的聯(lián)系，在此基礎(chǔ)上建立了學(xué)習(xí)偏離的識別模型，為網(wǎng)絡(luò)學(xué)習(xí)偏離的識別提供了依據(jù)。 第四章，改善學(xué)習(xí)偏離策略的設(shè)計與實現(xiàn)。本章是本文的另一個重點，在上述學(xué)習(xí)行為模型的基礎(chǔ)上分析了元認知指導(dǎo)思想與學(xué)習(xí)者學(xué)習(xí)狀態(tài)之間的關(guān)系，為學(xué)習(xí)者提供基于元認知的改善偏離策略，并在此基礎(chǔ)上設(shè)計并實現(xiàn)了以元認知的指導(dǎo)模型的學(xué)習(xí)服務(wù)。 第五章，改善偏離策略的評估研究。通過實驗對所設(shè)計的服務(wù)進行評估研究，驗證了策略的有效性。 第六章，總結(jié)與展望�？偨Y(jié)了本文的主要工作，，并指出了本研究的不足，在此基礎(chǔ)上對下一步的工作進行展望。 本文通過在對網(wǎng)絡(luò)學(xué)習(xí)過程中的學(xué)習(xí)行為的分析研究，建立基于學(xué)習(xí)任務(wù)的網(wǎng)絡(luò)學(xué)習(xí)行為模型，通過尋找學(xué)習(xí)偏離與學(xué)習(xí)行為的聯(lián)系來實現(xiàn)網(wǎng)絡(luò)學(xué)習(xí)偏離的識別模型，在此基礎(chǔ)上提出基于元認知的改善學(xué)習(xí)偏離的策略，并通過利用眼動儀對學(xué)習(xí)行為進行數(shù)據(jù)收集，使用Verbal protocol分析法對學(xué)習(xí)行為進行定性定量的分析，利用SPSS統(tǒng)計工具對行為數(shù)據(jù)進行分析來對該策略進行評估研究，希望本研究可以作為個性化的自適應(yīng)學(xué)習(xí)的一部分為網(wǎng)絡(luò)教育的發(fā)展貢獻一份力量。
[Abstract]:In recent years, with the continuous implementation of "flipping classroom" and "aerial classroom" in primary and secondary schools throughout the country, network education has been developing rapidly in primary and secondary education. The learning style of primary and middle school students has been greatly changed with the strong support of network computer technology. Self-regulated learning on the network has already occupied an important position in the life learning of middle and small schools. Experts and scholars seldom pay attention to the inevitability of learning deviation in the process of online learning. This paper attempts to establish a specific and detailed behavioral model related to deviation by qualitative and quantitative analysis of the learning behavior in the process of web-based autonomous learning, which provides a basis for identifying the learning deviation in the process of web-based autonomous learning. Finally, the effectiveness of the strategy is verified by experiments. The specific chapters of this paper are arranged as follows: chapter one, introduction. The content of this chapter includes a summary of the research background and significance of the phenomenon of learning deviation in the process of network autonomous learning in primary and secondary schools. Based on the summary of the current research situation of the phenomenon of deviation in primary and secondary schools, the research methods of this paper are put forward. Research objectives and main research contents. The second chapter, the theoretical basis and the definition of relevant concepts. This paper mainly introduces the definition of the relevant concepts of this study, through the introduction of learning behavior theory, expounds the concept of learning deviation, and introduces the metacognitive theory. The third chapter, the identification of network learning deviation. In this chapter, as a key point of this paper, a hierarchical learning behavior model based on learning tasks is established on the basis of a more detailed analysis and study of the network learning behavior. The relationship between autonomous learning behavior and learning deviation is obtained, and a recognition model of learning deviation is established, which provides a basis for the identification of learning deviation. Chapter 4, improve the design and implementation of learning deviation strategy. This chapter is another important part of this paper. On the basis of the above learning behavior model, this chapter analyzes the relationship between metacognitive guiding ideology and learners' learning state, and provides metacognitive improvement deviation strategies for learners. On this basis, the learning service of metacognitive guidance model is designed and implemented. The fifth chapter, the evaluation research of improving deviation strategy. The effectiveness of the strategy is verified by the evaluation of the designed service. Chapter six, summary and prospect. The main work of this paper is summarized, and the deficiency of this study is pointed out. On the basis of this, the future work is prospected. In this paper, through the analysis of learning behavior in the process of e-learning, the model of web-based learning behavior based on learning task is established, and the identification model of network learning deviation is realized by looking for the relationship between learning deviation and learning behavior. On this basis, the strategy of improving learning deviation based on metacognition is put forward, and the learning behavior is analyzed qualitatively and quantitatively by using eye movement instrument to collect data, and Verbal protocol method is used to analyze learning behavior qualitatively and quantitatively. Using the SPSS statistical tool to analyze the behavior data to evaluate the strategy, it is hoped that this study can contribute to the development of network education as part of individualized adaptive learning.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G434
本文編號：2158639
[Abstract]:In recent years, with the continuous implementation of "flipping classroom" and "aerial classroom" in primary and secondary schools throughout the country, network education has been developing rapidly in primary and secondary education. The learning style of primary and middle school students has been greatly changed with the strong support of network computer technology. Self-regulated learning on the network has already occupied an important position in the life learning of middle and small schools. Experts and scholars seldom pay attention to the inevitability of learning deviation in the process of online learning. This paper attempts to establish a specific and detailed behavioral model related to deviation by qualitative and quantitative analysis of the learning behavior in the process of web-based autonomous learning, which provides a basis for identifying the learning deviation in the process of web-based autonomous learning. Finally, the effectiveness of the strategy is verified by experiments. The specific chapters of this paper are arranged as follows: chapter one, introduction. The content of this chapter includes a summary of the research background and significance of the phenomenon of learning deviation in the process of network autonomous learning in primary and secondary schools. Based on the summary of the current research situation of the phenomenon of deviation in primary and secondary schools, the research methods of this paper are put forward. Research objectives and main research contents. The second chapter, the theoretical basis and the definition of relevant concepts. This paper mainly introduces the definition of the relevant concepts of this study, through the introduction of learning behavior theory, expounds the concept of learning deviation, and introduces the metacognitive theory. The third chapter, the identification of network learning deviation. In this chapter, as a key point of this paper, a hierarchical learning behavior model based on learning tasks is established on the basis of a more detailed analysis and study of the network learning behavior. The relationship between autonomous learning behavior and learning deviation is obtained, and a recognition model of learning deviation is established, which provides a basis for the identification of learning deviation. Chapter 4, improve the design and implementation of learning deviation strategy. This chapter is another important part of this paper. On the basis of the above learning behavior model, this chapter analyzes the relationship between metacognitive guiding ideology and learners' learning state, and provides metacognitive improvement deviation strategies for learners. On this basis, the learning service of metacognitive guidance model is designed and implemented. The fifth chapter, the evaluation research of improving deviation strategy. The effectiveness of the strategy is verified by the evaluation of the designed service. Chapter six, summary and prospect. The main work of this paper is summarized, and the deficiency of this study is pointed out. On the basis of this, the future work is prospected. In this paper, through the analysis of learning behavior in the process of e-learning, the model of web-based learning behavior based on learning task is established, and the identification model of network learning deviation is realized by looking for the relationship between learning deviation and learning behavior. On this basis, the strategy of improving learning deviation based on metacognition is put forward, and the learning behavior is analyzed qualitatively and quantitatively by using eye movement instrument to collect data, and Verbal protocol method is used to analyze learning behavior qualitatively and quantitatively. Using the SPSS statistical tool to analyze the behavior data to evaluate the strategy, it is hoped that this study can contribute to the development of network education as part of individualized adaptive learning.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G434
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