学习习惯动力学研究范式及其创新价值
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摘要
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。
Learning habits is the common concepts in the educational research, and the qualitative research has always been dominant in the research on learning habits. However, with the application of big data, the theory and practice of education increasingly rely on the data-based and fact-based research. It will be a breakthrough in the research on learning habits to automatically analyze and mine learning habits through systematically recorded objective data. Learning Habits Dynamics is formed under the support of the quantitative learning, the Human Dynamics and the existed research on learning habits. With the analysis of big data, it dig deeply the learners learning behavior trajectory to establish the multi-scene models of learning habits. By analyzing learners' learning habits and exploring the dynamic mechanism of learning habits, we can provide support for the diagnosis, prediction and intervention of learning habits, and provide guidance for the design and construction of personalized learning support service system. From the two dimensions of dynamics-statics and individual-group, the research of Learning Habits Dynamics has formed a four-quadrant research model. It includes four parts: the analysis of the motivation factors, the personalized analysis of the learning habits formation, the evolution of individual learning habits, and the evolution of group learning habits. These four parts are interrelated and influence each other. The mutual transformation of the four parts makes the research into Learning Habits Dynamics deepen continuously,from influencing factors to dynamic evolution, from micro-behavior to macro-schema, constituting the whole research prospect of Learning Habits Dynamics.
Learning habits is the common concepts in the educational research, and the qualitative research has always been dominant in the research on learning habits. However, with the application of big data, the theory and practice of education increasingly rely on the data-based and fact-based research. It will be a breakthrough in the research on learning habits to automatically analyze and mine learning habits through systematically recorded objective data. Learning Habits Dynamics is formed under the support of the quantitative learning, the Human Dynamics and the existed research on learning habits. With the analysis of big data, it dig deeply the learners learning behavior trajectory to establish the multi-scene models of learning habits. By analyzing learners' learning habits and exploring the dynamic mechanism of learning habits, we can provide support for the diagnosis, prediction and intervention of learning habits, and provide guidance for the design and construction of personalized learning support service system. From the two dimensions of dynamics-statics and individual-group, the research of Learning Habits Dynamics has formed a four-quadrant research model. It includes four parts: the analysis of the motivation factors, the personalized analysis of the learning habits formation, the evolution of individual learning habits, and the evolution of group learning habits. These four parts are interrelated and influence each other. The mutual transformation of the four parts makes the research into Learning Habits Dynamics deepen continuously,from influencing factors to dynamic evolution, from micro-behavior to macro-schema, constituting the whole research prospect of Learning Habits Dynamics.
引文
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[5]林崇德(1990).中国中学教学百科全书.教育卷[M].沈阳:沈阳出版社:220.
[6]刘三女牙,李卿,孙建文等(2016).量化学习:数字化学习发展前瞻[J].教育研究,(7):119-126.
[7]刘怡居,周涛等著(2012).社会动力学[M].北京:科学出版社:1-3.
[8]牛文元(2012).社会行为选择的力学注记——网络社会管理基础研究之一[J].中国科学院院刊,(1):1-8.
[9]申仁洪(2007).学习习惯:概念、构成与生成[J].重庆师范大学学报(哲学社会科学版),(2):112-118.
[10]田澜(2010).小学生学习习惯问卷的编制[J].心理学探新,(5):89-94.
[11]周涛,韩筱璞,闫小勇等(2013).人类行为时空特性的统计力学[J].电子科技大学学报,(4):481-540.
(1)图a节点过滤值为0,图b节点过滤值为130,图c节点过滤值为200。
[2][美]威廉·詹姆斯(2010).心理学原理(上).[M]田平.北京:中国城市出版社:70-84.
[3]邓碧玉(1963).培养学生良好的学习习惯[J].人民教育,(5):38-41.
[4]李斌,马红宇(2012).习惯研究的现状与展望[J].心理科学,(3):745-753.
[5]林崇德(1990).中国中学教学百科全书.教育卷[M].沈阳:沈阳出版社:220.
[6]刘三女牙,李卿,孙建文等(2016).量化学习:数字化学习发展前瞻[J].教育研究,(7):119-126.
[7]刘怡居,周涛等著(2012).社会动力学[M].北京:科学出版社:1-3.
[8]牛文元(2012).社会行为选择的力学注记——网络社会管理基础研究之一[J].中国科学院院刊,(1):1-8.
[9]申仁洪(2007).学习习惯:概念、构成与生成[J].重庆师范大学学报(哲学社会科学版),(2):112-118.
[10]田澜(2010).小学生学习习惯问卷的编制[J].心理学探新,(5):89-94.
[11]周涛,韩筱璞,闫小勇等(2013).人类行为时空特性的统计力学[J].电子科技大学学报,(4):481-540.
(1)图a节点过滤值为0,图b节点过滤值为130,图c节点过滤值为200。