| 基于知识建模图的教材知识内容分析理路与应用价值 |
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| 引用本文： | 何文涛,李梦晴,路璐,庞兴会.基于知识建模图的教材知识内容分析理路与应用价值[J].远程教育杂志,2021(1). |
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| 作者姓名： | 何文涛 李梦晴 路璐 庞兴会 |
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| 作者单位： | 浙江师范大学教师教育学院教育技术学系 |
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| 基金项目： | 2020年度国家自然科学青年基金项目“在线课程的知识地图构建及关键技术研究”(62007025);2020年度浙江师范大学教师教育学院开放研究基金重点课题“初中生数学学习策略的眼动分析”(jykf20008)的研究成果。 |
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| 摘 要： | 教材的主要职能在于传递知识,知识内容是教材的核心。因此,想要深入分析教材存在的深层次问题需从微观的知识内容层面入手。现有采用统计关键词频次的内容分析,无法解释教材的知识内容结构及各部分内容之间的联系等问题,而采用语义图性质的概念图又难以保证教材分析结果的客观性。可见,如何客观地可视化表征教材知识内容是从知识层面分析教材的关键。知识建模图是严格按照操作规范绘制而成的,包含教学内容知识点及其关系的知识结构隶属图,不同的绘制者针对相同内容所绘制的知识建模图具高度一致性,其可作为分析教材内容的客观工具和基础数据。因此,基于知识建模图为数据基础,提出了分析教材知识内容新理路,即分析教材的目标定位准确性、知识点类型分布、知识建模图形态结构、目标知识点与先决知识点的紧密性、例题与习题知识点的一致性等方面的特征,可准确揭示教材定位是否适切、教材内容能否达成课程目标、组织方式是否恰当、内容编排能否促进目标知识点的学习、事实范例的选择是否有助于知识点的迁移与能力的提升等问题。基于知识建模图的教材知识内容分析理路,可成为今后教材分析的一种新思路,对有理有据地分析、优化教材的组织结构和内容体系,具有积极意义。此外,采用该理路分析教材,还利于学科知识建模图的积累,并且这些学科知识建模图可广泛应用于教学资源聚合、校本课程优化、教育数据处理、个性化学习推荐和教师教学增效等方面。这对加快智能教育从感知智能向认知智能的转变与演进,具有一定的促进作用。
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| 关 键 词： | 教材分析 教材内容 知识建模图 FC知识图 一致性 |
Research on Knowledge Content Analysis and Application Value of Teaching Materials based on Knowledge Modeling Diagram |
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| He Wentao,Li Mengqing,Lu Lu,Pang Xinghui.Research on Knowledge Content Analysis and Application Value of Teaching Materials based on Knowledge Modeling Diagram[J].Distance Education Journal,2021(1). |
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| Authors: | He Wentao Li Mengqing Lu Lu Pang Xinghui |
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| Institution: | (Department of Educational Technology,School of Teacher Education,Zhejiang Normal University,Jinhua Zhejiang 321004) |
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| Abstract: | The main function of teaching materials is to transfer knowledge,and the content of knowledge is the core of teaching materials.Therefore,if we want to analyze the deep problems of teaching materials,we should start from the micro level of knowledge content.The content analysis using the statistical keyword frequency cannot explain the knowledge content structure of teaching materials and the links between the contents of each part,while the concept map using the nature of semantic graph cannot guarantee the objectivity of the analysis results of teaching materials.It can be seen that how to objectively visualize the knowledge content of teaching materials is the key to analyze teaching materials from the knowledge level.Knowledge modeling diagram is a subordinate diagram of knowledge structure containing knowledge points and relations of teaching content drawn strictly in accordance with operation specifications.Knowledge modeling diagram drawn by different carvers for the same content has a strong consistency and can be used as an objective tool and basic data for analyzing the content of teaching materials.It can be used as an objective tool and basic data to analyze the content of teaching materials.Based on the knowledge modeling diagram data,this paper puts forward a new way to analyze the teaching materials.This approach mainly focuses on the characteristics of the target positioning accuracy,knowledge point type distribution,knowledge modeling diagram morphological structure,the closeness between target knowledge and prerequisite knowledge,and the consistency of example and exercise knowledge,etc.It is a new way of teaching material analysis,which can accurately reveal whether the positioning of the teaching material is appropriate,whether the content of the teaching material can achieve the course objectives,whether the organization method is appropriate,whether the content arrangement can promote the learning of the target knowledge points,whether the selection of facts help transfer of knowledge points and the improvement of ability,etc.It can greatly promote the organization structure and content system of teaching materials.In addition,this approach is conducive to the accumulation of disciplinary knowledge modeling maps,which can be widely used in teaching resource aggregation,school-based curriculum optimization,educational data processing,personalized learning recommendation and teacher teaching efficiency enhancement,etc.,and can accelerate the historical process of intelligent education’s transformation from perceptual intelligence to cognitive intelligence. |
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| Keywords: | Teaching Material Analysis Content of Teaching Materials Knowledge Modeling Diagram FC Knowledge Figure Consistency |
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