摘要
技术如何促进学习,特别是更好地促进个性化学习是当前教育技术学研究的核心。本研究基于学习技术(CTCL)理论,探讨基于认知起点的学习资源设计对学习者学业成绩和认知发展的影响。研究以小学数学“中位数与众数”单元知识为学习内容开展实证研究,将73名小学生分成对照组、实验1组和实验2组;利用技术对实验1组和实验2组学生的认知起点进行诊断,并基于此分别设计单向式和互动式的个性化学习资源,通过自主研发的学习支持系统针对不同的认知起点类型进行个性化资源的推送和学习。实验结果显示,不同的学习资源能够对学生的个性化学习产生不同影响,互动式学习资源在个性化学习中更能促进学生的认知发展,并提升学业成绩。
One of the focuses of current educational technology research is how technology can better promote personalized learning.Based on the theory of learning technology(CTCL),this study explores the impact of cognitive starting point⁃based learning resource design on learners'academic performance and cognitive development.An empirical study was conducted using the learning content of“Median and Mode”unit in primary school mathematics as an example.The sample was 73 students divided into a control group,experimental group 1,and experimental group 2.The study used technology to diagnose the cognitive starting points of students from the two experimental groups,and designed one⁃way and interactive personalized learning resources.A learning support system was used to deliver personalized resources for students with different cognitive starting points.The experimental results show that various learning resources can have different effects on students'personalized learning,and interactive learning resources can better promote students'cognitive development and academic performance in personalized learning.
作者
谷伟
董玉琦
陈兴冶
钮懿斐
李婧伟
GU Wei;DONG Yuqi;CHEN Xingye;NIU Yifei;&LI Jingwei(Department of Educational Technology,Shanghai Normal University,Shanghai,200234,China;Shanghai Experimental School,Shanghai,200125,China)
出处
《全球教育展望》
北大核心
2023年第7期71-81,共11页
Global Education
关键词
学习技术(CTCL)
学习资源
个性化学习
认知起点
交互
Learning Technology(CTCL)
learning resources
personalized learning
cognitive starting points
interactivity
