网络课程知识呈现的个性化研究

【作者】 项晓华；

【导师】 张一春；

【作者基本信息】 南京师范大学 ， 教育技术学， 2008， 硕士

【摘要】 通过因特网来学习成为近年来的热点,网络课程成为支持远程教学、终生教育的重要形式之一。但在大部分网络课程中,教学内容讲解与呈现仍以大量文字阅读为主,不易引起学习者注意;参考书式的树型目录,统一了学习路径,却忽视学习者自主意识,容易让人产生厌烦和无趣心理。结合自主学习特征和学习者对网络课程知识呈现的个性化要求,笔者提出建立基于概念图的适应性网络课程知识呈现设计以满足学习者个性化需求,即不同学习者能够在所学网络课程中根据自身水平找到学习入点和出点;针对不同学习风格学习者,网络课程能够支持学习者根据自身学习风格和学习意愿进行学习。文章在泛能化教学设计、认知灵活理论等思想指导下,结合自主学习特征,提出网络课程知识呈现个性化设计指导思想。并据此结合现行适应性超媒体参考模型,挖掘适应性超媒体参考模型的适应性内容。具体从学习者风格,网页呈现策略,知识结构呈现,学习路径引导角度来诠释,以实现系统所需的适应性内容呈现和适应性导航支持。从学习者风格分析入手,选用Felder-Solomon学习风格量表来测试学习者;然后借用概念图对课程内容进行科学分解。针对概念地图存在的缺陷,提出带超链接的概念图来表示不同课程内容之间关系。这样既利用网络的丰富资源,又利用了网络的技术特色。另外,在概念图基础上对实现学习者有效路径控制进行技术探索。最后,对基于概念地图的适应性网络课程整体架构进行说明,并以《数字媒体:技术与应用》一书为例,进行基于概念地图的适应性网络课程知识结构实例设计。更多还原

【Abstract】 Online learning is a focus of current discussion, Web course become one of important methods to support Long-distance instruction. But vast majority of Web contents are displayed by words, which many learners aren’t interested in; booked menu unites learning road, but ignores independence of learner; fixed learning goal ignores the ability and intention of learner. According to the characteristics of Independence learning and demands of Web Course users, we bring up an idea to make an adaptive web course knowledge presentation. Then different learners can find their-own learning entry and outlet in our web course and different-style learners can learn on web easily.Under the direction of Universal Design for Learning, Cognitive Flexibility Theory, this article brings several directions in designing web course. Then according the adaptive hypermedia model, we bring up a tentative idea that designing an adaptive web course which based on concept map. We use four elements to interpret this idea. They are learner style, knowledge construction presentation, learning road guidance, and web-page presentation tactics. First, using Felder-Solomon’s Questionnaire analyzes the learning style. Then the way to decompose course contents is that using content map to express knowledge system, in the light of the flaws in concept map, the writer used super-link to express relationships of different course contents. The advantage of this method is utilized the plentiful of web resource, also exploited the web technique characteristic. Also, we explore the way to control learning road guidance on the base of content map.At last, the writer explain the whole construction of adaptive-web course, and adopt a book named <Multimedia: Technology & Application> to make an actual example of adaptive web course which based on concept map. Then we pointed out the problems which should solve in the actual developing process.更多还原