共查询到20条相似文献，搜索用时 500 毫秒
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基于贝叶斯网络理论,把领域知识按知识项进行划分,然后在这些知识项之间建立组合依赖关系以确定贝叶斯网络的因果推理关系,最后确定变量的概率参数,建立了基于知识关系的覆盖型贝叶斯网络学习评估模型。并实现了基于贝叶斯网络学习评估模型的E-learning原型系统,系统能够对学生的知识掌握水平进行评估,并根据学生的评估结果,为学生提供个性化的导学建议。 相似文献
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贝叶斯网络是一种基于概率推理的图形化网络。随着越来越多的人参与贝叶斯网络的研究,贝叶斯网络将事物间的因果关系推到了极致,更使其自身在更多的领域内得到了广泛的应用。本文利用贝叶斯网络的知识对学生成绩评价系统进行建模,并对其中各个因素的影响进行分析并总结。 相似文献
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网络教学情感交互的质量评价标准初探 总被引：5，自引：0，他引：5
网络教学的情感交互受到普遍关注，而网络教学又是网络教育的主体。相关研究显示目前网络教学在如何有效促进情感交互方面仍存在不足。为帮助从事网络教学的教师、学生、管理者和研究者评价网络教学的情感交互质量，并有效的改进网络教学实践，本研究旨在初步设计和开发一个可操作的网络教学情感交互质量评价指标体系。 相似文献
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网络课程教学交互质量评价指标体系的研究 总被引：17，自引：2，他引：17
随着网络教育的迅速发展，其质量受到普遍关注，而网络课程又是网络教育的主体。相关研究表明交互是影响网络课程质量的重要因素，然而诸多调查研究显示目前网络课程在如何有效促进交互方面仍存在不足。为帮助从事远程教育的教师评价已有网络课程的交互质量，并有效的改进教学实践，该研究旨在设计量化的、可操作的网络课程教学交互质量评价指标体系。研究采用了献分析、问卷调查、专家论证、访谈等方法，过程主要包括以下步骤：(1)献的综合和分析；(2)指标体系初稿的设计，确定从媒体界面的交互性、学生和学习资源的交互、社会性交互的教学设计、教师的参与程度和学生的参与程度等5个维度，共63个指标评价网络课程教学交互质量；(3)征求专业人员的意见；(4)邀请12名专家对每个指标的明确性、必要性等进行效度论证，并根据专家的意见删除12个必要性不够的指标；(5)将修订后的指标以问卷的形式随机排列，通过问卷调查和访谈，删除了学生难以理解和回答的4个指标，从而确定了最终的指标体系，包括5个维度，共47个指标。 相似文献
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网络教学的交互性及其评价指标研究 总被引：4，自引：0，他引：4
交互性是当代网络教学的重要特征之一,对于学习者的知识建构、能力提高和情感培养具有决定性作用。本文从交互的定义、功能、类型和水平等方面分析了网络教学交互性的基本内涵,并以学生与媒体界面、课程内容、教师及同伴交互的四个维度,建立了交互质量的评价指标体系。 相似文献
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在教育教学过程中,评价与教育具有同等重要的地位,教育与评价相结合才能有效地促进学生的发展。我街道教育局创新地开展基于网络的区域性学生档案袋评价电子化的研究,自主开发了一个专为我街道学生档案袋评价量身定制的电子档案袋系统——勒流中小学学生综合测评系统,各中小,学校应用这个基于网络的区域性学生电子档案袋评价系统对学生进行铲玢,取得了积极成效,积累了丰富经验和案例。 相似文献
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网络学习评价的意义及若干原则 总被引：11，自引：0，他引：11
学习评价是远程教育服务质量管理的核心，网络学习也不倒外，确保网络学习质量的一个重要因素就是对学生在线学习行为的精确把握和评估。总体而言，网络学习的学习评价因为网络媒介而呈数字化特征。在此认识前提上，本文探讨了学习评价在网络学习中的意义回归，提出了网络学习评价的若干原则：面向过程、学习者参与、多元评价技术、数字化与人性化的融合。 相似文献
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魏婷 《南京晓庄学院学报》2012,(6):105-108
学习满意度是衡量学习成效的一个重要变量.该文以《远程教育基础》课程的网络讨论教学为例,采用问卷调查法和内容分析法,从学习系统平台的易用性、网络讨论互动过程的体验感受以及网络讨论教学成效的主客观评估三个方面了解网络讨论教学中学生的学习满意度,探索影响学生学习满意度的影响因素,寻求提高学生学习满意度以及网络讨论教学成效的可行性方法和策略. 相似文献
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Shu-Chiao Tsai 《Interactive Learning Environments》2019,27(1):46-61
The implementation of interactive courseware within a task-based learning (TBL) approach was conducted for English Writing for Business to Chinese students in an applied foreign languages department housed in a university of technology. The development of the interactive courseware is based on Mayer’s multimedia learning theory, which allows learners to construct verbal and visual cognitive representations and integrate them; its language learning focus is keyed to Chapelle’s suggested criteria for development of multimedia CALL (computer assisted language learning). According to the curriculum, students had to accomplish three tasks rooted in the real world workplace: inquiry, negotiation, and complaint. Evaluation of the interactive ESP courseware into TBL instruction was based upon data from students’ pre- and post-writing performance measured by three different types of online computational assessments. In addition, a questionnaire survey about learning satisfaction was administered. The results indicate that students had significantly better post-writing performance and showed greater satisfaction after self-studying with the courseware-implemented instruction, which effectively integrated content knowledge, integrative English skills and writing practices embedded in the courseware. This instruction could be a potentially useful for teaching business writing by providing both content knowledge and its related integrative language practice. 相似文献
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钟牛平 《湖南广播电视大学学报》2009,(3):50-53
根据对目前大学物理课程教学网络化程度和学生满意度调查,从网络化教与学的要素分析出发,就大学物理知识的呈现与索取怎样满足学生和学习的实际需求,网上教学怎样进行监控与评价,网上教学及管理过程的交互技术支撑等关键问题进行了探讨,提出了构建课程单元知识模块和网络化监控评价模型的基本构想,并对网络化过程中几个关键技术提出了一般要求。 相似文献
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This study’s aim is the creation of a web-based multimedia course for Physical Education (PE) students’ familiarization with the teaching of basketball, and the evaluation of its use as a complementary tool to conventional instruction, in terms of learning effectiveness and student acceptance. The course includes multimedia learning material as well as interactive learning activities and quizzes on the cognitive components of basic basketball skills and on other basketball-related topics (history of the sport, referee’s signals, training aids, basketball court). The study involved 88 undergraduate students during one semester. They were randomly assigned to two groups: a group that used the web-based multimedia course and also attended a conventional face-to-face course on the teaching of basketball (N?=?45), and another group that only attended the conventional face-to-face course (N?=?43). A pretest/posttest research design was followed. For both groups basketball knowledge was measured at the beginning and at the end of the semester through written questionnaires. The responses of the students of the first group towards the web-based course were also assessed, at the end of the semester, through a written feedback questionnaire. Within both groups, significant increases in students’ basketball knowledge were found. However, the web-based multimedia course in combination with conventional face-to-face instruction was significantly more effective than conventional face-to-face instruction alone in increasing students’ cognitive learning regarding the sport of basketball, at the same time being well-accepted by the students. These findings support the effectiveness of blended learning for PE at higher education level as well as the acceptance of this mode of learning by PE students. 相似文献
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课程教学是大学促进学生发展、回应国家人才培养需求最核心的教育活动。当前高等教育领域试图通过学生调查呈现学生视角下大学课程教学质量的全貌。本文梳理现有以学生调查为途径的大学课程教学质量评价模式发现,由于调查目的、内容、程序等方面存在差异,并非所有学生调查都符合教育的价值取向并充分反映大学课程教学质量的内涵。本文进一步借助“以学为本”大学课程教学质量评价框架,采用“中国大学生学习与发展追踪研究(CCSS)”多年数据,构建涵盖高阶认知能力、问题解决能力、读写能力、主动学习、生生互动、课堂讲授、师生互动和在线教学8个指标的本科课程教学质量评价指标体系,分析了2011至2018年我国本科院校课程教学质量的总体水平和变化趋势。 相似文献
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Christian Förtsch Sonja Werner Lena von Kotzebue Birgit J. Neuhaus 《International Journal of Science Education》2016,38(17):2642-2666
This study examined the effects of teachers’ biology-specific dimensions of professional knowledge – pedagogical content knowledge (PCK) and content knowledge (CK) – and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers. 相似文献
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谌莉 《湖北成人教育学院学报》2014,(5):56-58
多媒体与网络技术的发展为教学改革提供了极大的便利条件。该文试图通过运用网络资源共享的方法,以培养学生的综合素质为目标,探索融课堂教学、自主学习和网络辅导三位一体的跨文化交际课程教学模式。从而充分发挥网络资源的优势,利用网络交互环境和媒介,为学生搭建互动交流的平台。 相似文献
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杨冬梅 《湖北广播电视大学学报》2013,33(9):132-133
随着计算机网络技术广泛运用于语言教学,基于网络自主学习的大学英语写作教学便应运而生。但是大学生尚处于认知发展阶段,学习观念和习惯尚未发展成熟,要想自主学习真正行之有效,还要建立有效的质量监控体系。本文提出基于网络自主学习的大学英语写作教学模式中实施教师计划,指导,检查,评价,反馈,调控等监控策略,旨在帮助学生培养自主学习,从而进一步推进大学英语改革,提高大学英语写作教学质量。 相似文献
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Many students now are receiving instruction in online environments created by universities, museums, corporations, and even students. What features of a given online course contribute to its effectiveness? This paper addresses that query by proposing and applying an analytic framework to five online introductory chemistry courses. Introductory chemistry was chosen because, as the central science, chemistry is a core component of scientific literacy as well as a long-established prerequisite for science, engineering, and medical fields. An online instructional delivery system has the potential to overcome the limitations of the traditionally large and passive lecture format characteristic of an introductory chemistry course by providing students with opportunities for active engagement and support in the learning process via self-pacing, dynamic expositions, interactive problem solving, and open ended or scaffolded explorations of new information. The proposed framework for addressing the effectiveness of online chemistry courses is informed by both cognitive and chemistry education research on examples, tasks, and explorations and includes a catalog of possible online resources. As a demonstration of the framework, an analysis was conducted on each course’s instruction in stoichiometry, a tool that is both challenging to students and fundamental to the solution-chemistry topics addressed during subsequent coursework. The application of this framework revealed characteristics of the courses that could affect their instructional effectiveness as well as students’ impressions of what it means to “do chemistry.” 相似文献
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提升网络学习环境的交互技术水平,以及加强网络互动教学活动的探索,是当前促进大学生英语实践能力提高的核心研究内容.通过问卷等方法对大学英语网络学习的相关问题和需要做了较细致的调查,根据调查结果,以富交互技术的使用和协作交流功能的设计作为核心,探索了大学英语富交互型网络学习环境.依托该大学英语网络学习环境设计了交互特征明显的教学活动,运用实验法对大学生英语实践能力进行了实验效果分析,考查了大学英语网络教学环境中的交流互动与大学生英语听力、写作水平的关系.研究表明,师生通过富交互技术参与英语网络教学活动,形成了积极运用英语来交流与表达的互惠团体,从而能够较好地提高大学生的英语实践能力. 相似文献
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Ting-Kuang Yeh Kuan-Yun Tseng Chung-Wen Cho James P. Barufaldi Mei-Shin Lin 《International Journal of Science Education》2013,35(10):1555-1570
The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the ‘Principles of Earthquakes.’ Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes. 相似文献