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1.
为简化智能教学系统设计,增强可维护性,提出了一种信息元结构。通过分析教学过程中的认识论信息内涵,得出授课单元的三元信息结构:内容、条件和效用。建立了基于该结构的智能教学系统创作工具的工作模型,证实了它能够支持高效清晰的智能教学系统创作。 相似文献
2.
The keystones of traditional intelligent tutoring systems (ITSs) have been complex procedures for student diagnosis and adaptive instruction based on diagnostic data. While some of these systems have been shown to be effective, they are also very expensive to develop. This paper describes another class of ITSs, non-diagnostic ITSs, which do little or no student diagnosis, and concentrate their intelligence in other areas. Intelligent features of non-diagnostic ITSs include: modeling of experts' reasoning processes and cognitive representations (often using graphic displays), coaching based on comparison of student and expert performance, and replays and summaries of student performance. While traditional diagnostic ITSs are usually intended to be used in a stand-alone fashion, non-diagnostic tutors are designed to facilitate collaborative learning among students and between teachers and students.This paper presents a framework for comparing the features of non-diagnostic and diagnostic tutors. A number of non-diagnostic and diagnostic ITSs are described, and data on the educational effectiveness of each type of ITS is presented along with estimates of the type and level of development work required for each. Finally, obstacles to wider use of non-diagnostic ITSs are discussed. 相似文献
3.
This paper discusses how a group leader computer tutor may aid students in learning collaborative skills in a co-operative learning environment. However, students need to learn collaborative skills and practice using them. The group leader computer tutor discussed in this paper is designed on the principles of co-operative learning, intelligent tutoring systems and computer-supported collaborative work within an intelligent collaborative learning system (ICLS). The group leader aims to facilitate group work on the task level and to teach students how to use collaborative skills in the discussion level as students work on networked computers in the Jigsaw method of co-operative learning. The ICLS and its group leader were used by two classes at a liberal arts university. Qualitative research shows that the students' co-operative attitudes changed and academic achievement improved from pre- to post-treatment. Students, especially, used the communication skill of openness in comment type discussions. The students enjoyed working collaboratively through the ICLS and their teachers thought that the experience was valuable for them. 相似文献
4.
在阐述智能教学系统及其组成架构的基础上,结合PIMS移动智能教学系统支持英语学习的个案,介绍了PIMS系统框架及其在教学中的应用,认为案例具有重视学生初始学习能力的评估、动态生成适应性学习内容、动态调整学习策略、关注智能教学系统的教学应用及其效果等优点,同时提出PIMS智能教学系统进一步研究的建议。 相似文献
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6.
本文简要介绍了智能教学系统（ITS）,并根据智能教学系统的特点和网络远程教育中的一些问题展开论述。以此得出智能教学系统应用于网络远程教育后能够产生的一些积极影响。 相似文献
7.
Private supplementary tutoring with an additional fee is generally called shadow education, and this has become a common phenomenon in urban Dhaka, where patterns and scale of tutoring in English have been remarkable in recent years. This study used a mixed-methods approach that included quantitative and qualitative data collected from a survey and individual interview. Tutoring in English has been a regular feature of the teaching profession in this urban area. The paper examines various patterns of private tutoring in English and focuses on the amount of tutoring, including the tutoring received and not received by students in urban Dhaka. It shows the variations of scale regarding tutoring in English between male and female students. The study also identifies different types of private tutors who deliver supplementary tutoring. Finally, the choices pupils make regarding their evaluation on the effectiveness of shapes of tutoring in English are discussed. 相似文献
8.
Shanyong Wang Haotian Yu Xianfeng Hu Jun Li 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1657-1673
The advancement of technology, especially the development and application of artificial intelligence, has deeply affected the education sector and brought opportunities for pedagogical adaptation. Intelligent tutoring systems, a major application of artificial intelligence in education, have drawn extensive concerns. However, in reality, the penetration rate of intelligent tutoring systems and the enthusiasm of faculty to use are still relatively low. This research examined the determinants of the willingness of faculty to use intelligent tutoring systems. Innovation diffusion theory was the theoretical basis of this research and it was adapted by incorporating perceived trust and experience. To gather data, a cross-sectional questionnaire survey was performed and structural equation modeling was employed to analyze the data. The findings indicated that relative advantage, compatibility, perceived trust and experience are the contributing determinants of the willingness of faculty to use intelligent tutoring systems, while complexity has no significant effect. Meanwhile, complexity is significantly negatively affected by experience and compatibility. Relative advantage is significantly positively affected by perceived trust but not by complexity. Based on the research findings, relevant recommendations for encouraging faculty to use intelligent tutoring systems were proposed. 相似文献
9.
Ido Roll Vincent AlevenBruce M. McLaren Kenneth R. Koedinger 《Learning and Instruction》2011,21(2):267-280
The present research investigated whether immediate metacognitive feedback on students’ help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students’ help-seeking behavior correlated with other independent measures of help seeking, and that the Help Tutor improved students’ help-seeking behavior while learning Geometry with the Geometry Cognitive Tutor. Study 2, with 67 students, evaluated more elaborated support that included, in addition to the Help Tutor, also help-seeking instruction and support for self-assessment. The study replicated the effect found in Study 1. It was also found that the improved help-seeking skills transferred to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect. Implications for metacognitive tutoring are discussed. 相似文献
10.
Private tutoring is a widespread phenomenon in many developing countries, including Vietnam. Using the Vietnam Living Standards Surveys 1997–1998 and 1992–1993 for analysis, this paper finds evidence that private tutoring in Vietnam is a necessity in the household budget for both primary students and lower secondary students, and the trend to attend private tutoring is stronger at higher education levels. There is no evidence of gender discrimination in expenditure on private tutoring. Ethnic minority students spend less on private tutoring at the primary level but not at the lower secondary level, as do students living in rural areas. However, spending on private tutoring would fall significantly if the qualifications of primary school teachers are increased. Private tutoring is found to have significant impact on a student's academic performance, but the influence is larger for lower secondary students. This paper contributes to the available estimation techniques by extending the simultaneous Tobit model of Amemiya [(1974). Multivariate regression and simultaneous equation models when the dependent variables are truncated normal. Econometrica, 42(6), 999–1012] to a joint Tobit-ordered probit econometric model to address the possible endogeneity of household spending on private tutoring. 相似文献
11.
This review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs
have positive academic outcomes for African American and otherminority students as well as for White students who participate
as tutors, as tutees, or both. Such programs also appear to have a positive impact on a variety of attitudinal and socioemotional
outcomes, such as students' attitudes towards school, their self-concepts, and their sense of academic efficacy. This review
also explores whether specific features of the tutoring programs (e.g., tutor training and amount of tutoring) or characteristics
of the students (e.g., academic level prior to tutoring and gender composition of tutor-tutee pairs) affect various outcomes.
Role theory is used as a theoretical framework to explain some intriguing and surprising findings (e.g., why tutors show academic
gains even when they do not receive additional subject matter instruction, whylonger and/or more substantial tutoring programs
may not foster greater immediate academic gains than shorter programs, and why mixed-sex pairs do not consistently reap benefits
equal to those of same-sex pairs). Finally, implications of the review for the development of peer and cross-age tutoring
programs are discussed. 相似文献
12.
Ido Roll Vincent Aleven Bruce M. McLaren Kenneth R. Koedinger 《Metacognition and Learning》2007,2(2-3):125-140
Intelligent Tutoring Systems have been shown to be very effective in supporting learning in domains such as mathematics, physics,
computer programming, etc. However, they are yet to achieve similar success in tutoring metacognition. While an increasing
number of educational technology systems support productive metacognitive behavior within the scope of the system, few attempt
to teach skills students need to become better future learners. To that end, we offer a set of empirically-based design principles
for metacognitive tutoring. Our starting point is a set of design principles put forward by Anderson et al. (Journal of the Learning Sciences, 4:167–207, 1995) regarding Cognitive Tutors, a family of Intelligent Tutoring Systems. We evaluate the relevance of these
principles to the tutoring of help-seeking skills, based on our ongoing empirical work with the Help Tutor. This auxiliary
tutor agent is designed to help students learn to make effective use of the help facilities offered by a Cognitive Tutor.
While most of Anderson’s principles are relevant to the tutoring of help seeking, a number of differences emerge as a result
of the nature of metacognitive knowledge and of the need to combine metacognitive and domain-level tutoring. We compare our
approach to other metacognitive tutoring systems, and, where appropriate, propose new guidelines to promote the discussion
regarding the nature and design of metacognitive tutoring within scaffolded problem-solving environments. 相似文献
13.
本文通过对国内远程教育在线教学辅导实施过程的回顾,对在线教学辅导的优劣势、教师角色定位等内容进行了分析,提出构建远程教育在线教学辅导模式等设计思路,重点分析了＂兴趣激发＂、＂时间优化＂两个控制因子的作用机理。开创性地提出了构建在线教学辅导模式的研究思路,从整体高度提升远程教育在线教学辅导能力与交互效率,为学生支持服务质量的全面提升提供了保障。 相似文献
14.
《Journal of research on educational effectiveness》2013,6(4):331-357
AbstractThis article reports on a large scale randomized controlled trial to study the efficacy of a web-based intelligent tutoring system for the structure strategy designed to improve content area reading comprehension. The research was conducted with 128 fifth-grade classrooms within 12 school districts in rural and suburban settings. Classrooms within each school were randomly assigned to intervention or control groups. The intervention group used the intelligent web-based tutoring system for the structure strategy (ITSS) for 30 to 45 min each week as a partial substitute for the language arts curriculum for the entire school year. The structure strategy teaches students how to read and comprehend expository texts by identifying the text structure and creating strategic mental representations of the text. The web-based tutoring system delivered the structure strategy training with modeling, practice tasks, assessment, and feedback. The control classrooms used the school's language arts curriculum for the full language-arts time. Results show that the ITSS delivered structure strategy training improved reading comprehension measured by a standardized test and researcher designed measures. 相似文献
15.
导学及其分类——现代远程开放教育导学模式探讨（一） 总被引：1，自引：0，他引：1
张德利 《湖北广播电视大学学报》2001,18(4):13-16
本文提出，现代远程开放教育中的教学是指导教学，即导学，而不是一般的教学，更不是传统意义上的教学；从工作性质上划分，导学可分为资源编制、专业与计划指导、课程指导与教育指导四类。 相似文献
16.
李端强 《广东技术师范学院学报》2005,(6):30-33
智能教学系统是开放式的人机交互系统.这个系统在结构与过程上都与知识管理系统有着诸多相似之处,本文在综合分析知识管理及其技术的基础上,从广义与狭义两个维度探讨了知识管理技术在智能教学系统设计中的研究与应用. 相似文献
17.
数学义务家教的成立和建设可以弥补教育落后地区的不足,给贫困家庭后进生重生的希望.在数学义务家教过程中运用目标、系统、动态、激励、反馈五大原则和学习数学的基本方法,因材施教,改变后进生的学习现状,使其找到自信,树立目标,立志成才. 相似文献
18.
Samir Ranjan Nath 《Educational studies》2008,34(1):55-72
Using the databases created under Education Watch, a civil society initiative to monitor primary and basic education in Bangladesh, this paper explores trends, socioeconomic differentials and cost in private supplementary tutoring among primary students and its impact on learning achievement. The rate of primary school students getting access to private supplementary tutoring is increasing at two percentage points per year and reached 31% in 2005. Incidence of private tutoring was greater among boys and urban students than respective counterparts. Educated parents and well‐off families were more likely to arrange supplementary tutoring for their children. A wide variation in the cost for private tutoring prevailed. The tutees spent 46% of their total private expenditure for education on supplementary tutoring. Supplementary tutoring helped students learn more than those who had no such support. Private tutors for primary school students have become a well‐accepted norm. Finally, a number of social implications are discussed. 相似文献
19.
"双减"政策的有效落实需要精准识别学生选择参与课外补习的深层原因,研究我国中小学生首次参与课外补习时间能够为疏解家长和学生的课外补习需求提供实证依据。本文基于2017中国教育财政家庭调查(CIEFR-HS 2017)数据,采用生存分析的方法,对我国中小学生首次参与课外补习时间进行了刻画,探讨了家庭社会经济背景对学生首次参与课外补习时间的影响。研究发现:(1)我国中小学生大多数参加过课外补习,且许多学生在较低年级就参加了课外补习。(2)我国中小学生首次参与学科类课外补习时间明显早于兴趣类课外补习,随着年级的升高这一差异更为凸显。(3)城乡地区和不同阶层家庭的学生首次参与课外补习时间存在显著差异,但这种差异随着学段的上升而逐渐缩小。(4)家庭社会经济背景对学生首次参与课外补习时间有显著正影响,家庭社会经济背景越好的学生首次参与学科类和兴趣类课外补习时间均越早,但这种差异随着学生学段的上升而减小。"双减"政策背景下,建议政府进一步提高学校教育质量和校内课后服务品质,更好满足家长和学生对个性化教育的需求;重点照顾弱势阶层家庭,为学习成绩较差的弱势阶层学生提供校内学业辅导帮助;引导家长理性选择课... 相似文献
20.
In highlighting a gulf between inclusive policy intentions inherent in the advent of mass higher education in the UK and the lived experiences of students and staff, this paper aims to stimulate critical debate about the impact of this changed environment upon traditional personal tutoring relationships. In drawing upon qualitative research with a sample of students and personal tutors from one school in a post-92 university, this paper explores their respective experiences, expectations, needs and concerns. Although some students and tutors reported clear satisfaction with their personal tutoring relationships, this paper highlights the detrimental impact of the mass system upon the ability of many staff and students to engender such connectedness. 相似文献