In the era of artificial intelligence, high quality development has put forward new requirements for the way of education in colleges and universities. Man-machine collaborative education is a new mode of education in order to solve the problems faced by college education in the digital transformation of education. Man-machine collaborative education establishes the reform of education mode from four aspects: education concept, education management, education evaluation, curriculum and teaching. Through improving the integrated governance model of “teaching, learning, management, evaluation and testing”, developing and constructing new smart classrooms, improving the artificial intelligence literacy of teachers and students, and facing the ethical issues in human-machine collaborative education, the effective implementation of human-machine collaborative education in colleges and universities will be promoted to facilitate the high-quality development of colleges and universities.

教学问题的精准诊断是基础教育课程教学改革深化的重要诉求和实践难题,而利用多模态诊断的方法发现并改善教学问题是破解上述难题的有力手段.医学领域的"多模态诊断"在主体特征、问题特征、方法特征上均适切于教学问题的追踪与诊断.在明晰多模态诊断教学问题生成逻辑的基础上,从教学问题可辨识、可解释、可调控三大目标旨要出发,分析多模态诊断教学问题的诊断机制,生成由问题发现、异常诊断到实践改进的行动理路,确定多维度数据化表征、动态化精准诊断、复杂性干预三个关键问题,这三个关键问题的破解之道是构建多模态诊断教学问题的实践模型,具体包括教学问题多模态数据整合模型、面向动态教学系统的教学问题多模态诊断模型、基于人本人工智能的教学问题复杂干预模型三个部分,形成从发现问题、分析问题到解决问题的闭合回路,推动多模态诊断教学问题的实现.

为了探究微课视觉情绪设计对听障生阅读理解的影响,本研究通过混合研究中的解释性序列设计方法,结合定量实证研究与质性访谈两个阶段的研究,探究微课视觉情绪设计对听障生阅读理解的内在影响机制.结果表明,积极的视觉情绪设计有助于构建视空间模板、降低认知负荷、增强视觉注意从而促进听障生的视觉认知加工,并且通过激发听障生学习动机,从而对其视觉认知加工起到调节作用,有助于听障生阅读理解.研究结论对缓解听障生阅读困难、优化听障生教学视频资源等具有一定的参考价值.

作业习惯与学习者的学业成就紧密相关,作业习惯的建模是智能学习系统设计中亟待解决的问题.本研究应用混合式研究方法,依据多层次作业模型,确定"学业拖延"和"学业勤奋"作为两个重要且可以测量的作业习惯的维度,分别表征作业时间和作业努力这两类核心的作业行为.构建了包括做题拖延和提交拖延的学业拖延习惯子模型,应用聚类实现了对学业拖延习惯的诊断,定义了"无拖延习惯者""严重拖延习惯者""提交作业拖延者""做作业拖延者"四类学习者.以时间投入—专注度模型为理论框架,构建了包括时间投入和专注度的学业勤奋习惯子模型,应用人工神经网络实现对学业勤奋习惯迸行诊断,诊断出五种勤奋度的级别,并验证了模型的有效性.

文章从计算思维的视角切入,阐释了K12阶段编程教学的重要性.文章对存在的教学数据库发展现状进行梳理并找出不足,利用协同理论思想,将其融合到编程教学数据库的构建中,最终呈现出该理论思想指导下的数据库体系主要架构.文章主要从K12阶段编程教学普及的重要性、K12阶段编程教学数据库现状分析、协同数据库管理体系含义介绍、协同数据库管理体系架构四个方面呈现了编程教学数据库的建立和管理.

学习习惯建模是精准描绘学习者肖像的重要部分,是设计智能学习系统亟须解决的问题.然而,由于学习习惯的形成具有多源性,其应用具有多层面性,导致学习习惯测量模型具有多场景、多学段的特征,以及面向实践的理论选择的特征.基于这些特征,单一学科的方法都无法系统地解决学习习惯建模的问题,研究通过探索教育的常识性概念与学习行为数据建立关联的可行路径,采用混合式研究思路设计了一套可行的、可复用的学习习惯综合建模方法,该方法可以让研究者根据自己的研究场景来构建学习习惯测量模型,从而实现计算机的自动诊断.学习习惯综合建模方法将教育学领域的观察法和问卷调查法、心理学领域的反应频率法以及计算机领域的数据挖掘法相结合,包括测量模型维度的构建、测量模型指标的选择、模型特征值的计算、模型的生成四个过程.

学习习惯是学习者的个性化标签,是影响个性化学习服务精准化的重要因素.揭示数字环境下学习者个体学习习惯和群体学习习惯的新规律,对于实现教育向规模个性化教育转变具有重要意义.深层次挖掘学习习惯的新规律可以分解为构建科学有效的学习习惯测量模型以描述学习习惯的动态变化和探索学习习惯进化的动力学机制以发现学习习惯形成的规律等两个关键问题.为破解这两个关键问题,该文将学习分析和大数据分析方法融合到学习习惯的研究,从学习者的学习行为分析出发,通过采集海量的学习行为轨迹数据,构建可重用的多粒度数据共享模型.在此基础上,深层次分析数据的统计规律,构建学习习惯的测量模型,并基于该模型设计精准化的学习习惯干预模型,探索基于教育大数据的学习习惯动力学机制,溯源学生"互联网+教育"背景下的学习习惯发展规律.

学习习惯是教育领域的常识性概念,其定性研究范式一直占据着主导地位,但是随着大数据在教育领域的应用延伸,教育中的理论思辨与实践探索越来越依赖于基于数据和事实的研究.如何在不干预学生的情况下,通过系统记录的客观数据,自动分析和挖掘学生的学习习惯将是学习习惯研究领域的一个突破.学习习惯动力学研究正是基于量化学习、人类动力学、已有学习习惯研究等三类研究的支撑而形成的,定位于运用大数据分析方法,深入挖掘学习者的学习行为轨迹,建立学习习惯的多场景模型,对学习者的学习习惯进行动力学分析,探索学习习惯的动力学机制,从而为学习习惯的诊断、预测和干预提供支持,对设计和构建个性化学习支持服务系统提供指导.从研究图景看,学习习惯动力学研究可以按动力学-静力学、个体-群体两个维度形成四象限研究模式,分别是学习习惯动力因素分析、学习习惯形成的个性化分析、个体学习习惯演化、群体学习习惯演化等.这四类研究问题各有侧重,但又相互联系,相互影响,互为前提,互为补充.四个研究问题以及相互之间的转化使得学习习惯动力学研究可以不断深入,从影响因素到动态演化,从微观行为到宏观图式,共同构成了学习习惯动力学研究的整体.

Students' mastery level of knowledge points is an important indicator reflecting their learning situations. Obtaining the mastery level of knowledge points is an important basis for realizing students' individualized learning and for improving students' learning situation and teachers' teaching quality. Based on the Rasch model, this research constructs the model for students' mastery level of knowledge points based on electronic schoolbag, and excavates and analyzes students' test scores understanding their mastery level of knowledge points. Through the application of this model on two monthly test scores of a middle school, the results confirmed that this model can well characterize students' mastery level of knowledge points. The construction and application the model for students' mastery level of knowledge points based on electronic schoolbag provides reference and ideas for students' individualized learning situation analysis and teacher's refined teaching implementation.

"干预"是学习习惯动力学的三个核心要素之一,干预原理是干预模型设计的基础.依据FBM行为模型提出学习行为发生模型,并根据学习行为发生模型提出学习习惯干预的两阶段原理,分别针对触发有效区和触发无效区进行两阶段的干预,在此基础上分析了学习习惯干预的作用机制,作用机制的分析为具体的干预设计实践提供了理论支撑.学习习惯在线干预的模型是具有通用性特征的学习习惯干预的设计框架,该模型包括干预级别设计、干预策略匹配设计、干预时机设计、干预效果修正四个部分.干预策略库的设计包括任务支持类策略、对话支持类策略、社会支持类策略等三大类十项策略.学习习惯在线干预模型为智能学习系统中实现对学习习惯的自动化和半自动化干预奠定了基础.

In the era of "Internet + education", as traditional learning scenes are constantly being reconstructed, the new learning scenes are gradually developing into dynamic, diversified and fragmented models, which makes new personalized learning service models based on scene mining more and more important. However, the learner model, as the core component of the personalized learning service system, cannot meet the high-precision personalized service requirements in the new era. Therefore, this paper proposes a learner modeling method based on context awareness. On the basis of the analysis results of recent studies on learner feature analysis models, together with the scene features of learners, a 6-dimensional learner feature analysis model is designed. Then, the context-awareness modeling method and frequent sequence mining algorithm are used to calculate the value of learner feature in each dimension under different learning scenes, and a personalized learner model with scene features is constructed.Finally, based on that model, the evolution framework of personalized learning service recommendation is discussed.

当前,在线教育领域具有“草根服务”特征的自组织行为大量涌现,对这些新现象的认识以及规律的把握,是教育教学改革的重要任务,也是做好教育信息化规划的关键.文章归纳了自组织和他组织关系的演化图谱,认为一个系统的发展要经历结构失稳、自组织主导、他组织介入、他组织主导、新范式出现等几个阶段,并用该图谱解释和分析了我国教育信息化的演化,从而洞悉了在线教育自组织系统的发展趋势.文章认为应该积极看待在线教育自组织行为的作用,从认识、管理、文化三个层面将自组织的开放性和他组织的保障性相结合,为自组织的发展创造良好的环境和制度,这是推进当前教育信息化和供给侧改革的着力点.

“互联网+教育”时代,学习者的学习场景是动态多变的,其精准化学习服务的提供都需要在合适的学习场景中进行,由此逐渐形成围绕“场景”进行个性化学习服务设计的新业态.而目前传统的学习服务模式缺乏对场景特性的考虑,基于此,研究拟提出一个场景化的学习服务支撑架构,意图从实践层面上探讨个性化学习服务模式的设计,以满足新时代高精准的个性化学习服务要求.该架构从量化“场景”的视角,对场景的内涵、要素以及场景化服务运行机制进行剖析,在此基础上,融合大数据挖掘方法,将个性化学习服务支撑架构划分为场景化的数据模型层、学习者场景模型层和场景化的推送模型层3层架构,以此来构建一个以“场景”为核心的3层个性化学习服务支撑架构,并从技术实践层面上分析了各层架构的实现路径,进而为新时代构建一个精准的个性化学习服务模式提供了一种新的设计思路.

为顺应教育信息化标准化的趋势,文章开展了智慧教育云平台标准的研发工作,指出智慧教育云平台标准研发的目的是促进信息技术与教育的深度融合,并分析了智慧教育云平台标准的设计理念.基于此,文章构建了智慧教育云平台标准的"三环"模型——内环是由不同活动组成的活动序列,中环是由人际网络、资源网络、工具网络组成的网络学习共同体,外环是以技术为支撑的智慧闭环系统.文章的研究对于下一步制定具体的智慧教育云平台的技术标准、促进教育信息化标准化的发展具有重要意义.

With the deep integration of information technology into teaching, the classroom moves from"tradition" to "intelligence", and its teaching system will undergo profound changes. From the perspective of information ecology, the paper finds out that the unity of self-adaptation and self-organization is the core of the development of future classroom teaching system based on the analysis of the ecological elements and their interrelationships in future classroom by using reasoning and deductive methods. This study reshapes the connotation of future classroom and puts forward that future classroom is the new teaching information ecosystem supported by information technology. This paper also constructs the framework of future classroom teaching system depending on its ecological view. Finally, based on the developmental framework, this paper suggests that the functional area of space environment in future classroom can be designed according to its environmental foundation, and the teaching mode can be generalized according to its intelligent activities. In this way, a complete future classroom system can be built, which promotes the reform and innovation of classroom teaching.

In the era of E-Learning, most research on learner model is focused on the analysis of learning-related data, but ignored the analysis of the multidimensional data and relationship among them. This will make it difficult to constructing dynamic, real-time and accurate learner model. However, in the era of U-Learning, the learning device has powerful ability of sensing the context awareness. With these context-awareness technologies, the U-Learning system can collect multi-sensor data intelligently, and then analyze these data by ubiquitous computing, providing learners with timely and accurately personalized study guide. With the wide use of context-awareness technology in the education field, this paper discusses how to use context-aware technology to design dynamic and accurate individualized learner model. Firstly, we describe the contextual factors and classification involved in the U-Learning environment, and then analyze the relationship of contextual factors and learner characteristics. Secondly, we choose an appropriate algorithm to analyze the multi-sensor data which sense and identify learner context automatically, discussing the design of dynamic and real-time learner model by pattern matching and context reasoning. Finally, we propose a framework of learner model which is based on the analysis result of context-aware computing, and then focus on the design prototype system to enhance U-Learning system of adaptive ability.

This paper designs a "Three Rings" theory framework for electronic schoolbag. This model is based on three important principles of designing e-schoolbag. The first principle is that e-schoolbag should be applied to classroom through providing the service for teachers. The second principle is that e-schoolbag should integrate the key elements of the teaching system into a whole through putting the activities in the center. The third principle is that e-schoolbag should be applied to the smart learning environments. "Three Rings" theory framework is composed of inner ring, middle ring and outer ring. The inner ring is the sequence of activities. The middle ring is the teaching system composed of social network, resource network, tool network. The outer ring is the source of adaptivity driven by data which have five functions: perception, processing, analysis, evaluation, recommendation.

微课程是当前课程改革和教育技术研究的一个新热点.学生对微课程的态度和使用直接影响微课程资源开发和建设的成效,学生对微课程的采纳意向受到多种因素的影响.该文结合国内外已有研究成果,提出了学生微课程采纳意向的基础模型,并通过构建结构方程模型对基础模型进行修正.研究结果发现,易用性感知、有用性感知和愉悦性感知与采纳意向正向相关,其中易用性感知作为动力系统,不仅对采纳意向有直接影响,而且还通过有用性感知和愉悦性感知为中介进一步影响采纳意向;教师行为、自我效能和求知动机通过有用性感知这个中介变量影响采纳意向;家庭支持、使用经验和教师行为通过易用性感知这个中介变量影响采纳意向;资源质量通过愉悦性感知这个中介变量影响采纳意向.研究结果对于微课程的设计和开发有一定的启示.

在数据结构课程中,以问题为核心的教学模式常以单一问题为引导,容易忽视知识点之间的联系.文章通过设计体现知识体系结构的开放性问题系列,以“排序”章节为例,阐述该模式如何将教学内容与现实生活相结合,创建真实情境,设计问题系列,实施“引导探究—启发推理—激发反思—深层探索—提出新问题”的教学过程.

影像叙事能提供给教师教育生活世界的真实体验和反思,使教师对教育活动的本质形成最直观的把握与理解。本文运用教育现象学的方法,提出了基于影像叙事技术的"IRR"模式,即"浸润—还原—重构"。这种教学模式带给学生教育世界真实的体验,使其对教育活动的本质形成最直观的把握与理解,能够提升其教育信念。为了验证"IRR"模式在教育中应用的有效性,该文在职前教师教育中开展了教学实验,实验结果显示,实验组和对照组在教育信念的课程理解、教育目的和师生关系三个维度上显著差异,在教育信念的学习指导维度上差异不显著。