智慧课堂的数据流动机制与生态系统构建
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摘要
数据是生成课堂智慧的基础,掌握智慧课堂的数据流动是充分发挥数据教学价值的重要前提。文章通过对智慧课堂研究现状梳理分析总结存在的问题,并基于智慧课堂教学模式从课前、课中与课后三方面阐述了智慧课堂数据流动机制。在此基础上,以信息生态学理论为指导,构建了由教学主体、教学资源、课堂环境和教学数据等要素构成的智慧课堂生态系统,包含核心层、交互层、基础层和汇聚层,指出该系统具备的三大核心特征:数据流转,实现贯通性课堂设计;数据增值,激发师生创造活力;数据决策,追求教学效益最大化。文章最后提出四条智慧课堂生态系统的构建策略:强化课堂即时反馈,实现教学数据的闭环运行;培养师生数据素养,促进课堂数据效能的发挥;强化智能感知分析,实现教学环境的智能运行;丰富智慧环境给养,满足师生多样化教学需求,为打造高效能的智慧课堂提供新思路。
Data is the basis for generating intelligence in the classrooms. Understanding data flow in the intelligent classrooms is an important prerequisite for the instructional value of data to be fully brought into play. Through literature review of current studies about intelligent classrooms, practice and limitations, data flow mechanism in intelligent classrooms is elaborated in terms of pre-class, in-class and post-class interaction. Guided by information ecology theories, an intelligent classroom ecosystem, a four-layered model, is constructed, covering the four key factors: people involved, instructional resources, instructional environment and instructional data. The new features of the ecosystem are elaborated and a series of suggestions are provided as to how to construct an ecosystem of the intelligent classroom.
Data is the basis for generating intelligence in the classrooms. Understanding data flow in the intelligent classrooms is an important prerequisite for the instructional value of data to be fully brought into play. Through literature review of current studies about intelligent classrooms, practice and limitations, data flow mechanism in intelligent classrooms is elaborated in terms of pre-class, in-class and post-class interaction. Guided by information ecology theories, an intelligent classroom ecosystem, a four-layered model, is constructed, covering the four key factors: people involved, instructional resources, instructional environment and instructional data. The new features of the ecosystem are elaborated and a series of suggestions are provided as to how to construct an ecosystem of the intelligent classroom.
引文
陈茫.2015.基于大数据的信息生态系统演变与建设研究[J].情报理论与实践,38(3):26-29.
方兵,杨成.2013.I-时代的高校信息化教学资源建设探析--以开放大学为例[J].远程教育杂志,31(6):88-94.
贺斌,祝智庭.2012.学习环境给养设计研究透视[J].电化教育研究,33(11):30-38.
教育部.2018-04-17.教育部关于印发《教育信息化2.0行动计划》的通知[EB/OL].[2018-10-08].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html晋欣泉,田雪松,杨现民,等.2018.大数据支持下的智慧课堂构建与课例分析[J].现代教育技术,28(6):39-45.
李美娣.1998.信息生态系统的剖析[J].情报杂志,17(4):3-5.
李森,王牧华,张家军.2011.课堂生态论:和谐与创造[M].北京:人民教育出版社.
李祎,王伟,钟绍春,等.2017.智慧课堂中的智慧生成策略研究[J].电化教育研究,38(1):108-114.
刘邦奇,李鑫.2018.智慧课堂数据挖掘分析与应用实证研究[J].电化教育研究,39(6):41-47.
刘智明,武法提,殷宝媛.2018.信息生态观视域下的未来课堂--概念内涵及教学体系构建[J].电化教育研究,39(5):40-46.
庞敬文,王梦雪,唐烨伟,等.2015.电子书包环境下小学英语智慧课堂构建及案例研究[J].中国电化教育(9):63-70,84.
邱艺,谢幼如,李世杰,等.2018.走向智慧时代的课堂变革[J].电化教育研究,39(7):70-76.
孙曙辉,刘邦奇,李鑫.2018.面向智慧课堂的数据挖掘与学习分析框架及应用[J].中国电化教育(2):59-66.
唐烨伟,樊雅琴,庞敬文,等.2015.基于网络学习空间的小学数学智慧课堂教学策略研究[J].中国电化教育(7):49-54,65.
王冬青,韩后,邱美玲,等.2018.基于情境感知的智慧课堂动态生成性数据采集方法与模型[J].电化教育研究,39(5):26-32.
吴永军.2008.关于智慧课堂的再思考[J].新课程研究:基础教育(4):5-7.
杨现民,骆娇娇,刘雅馨,等.2017.数据驱动教学:大数据时代教学范式的新走向[J].电化教育研究,38(12):13-20.
张立敏,金义富,张子石,等.2017.基于未来教育空间站的课堂生态系统研究[J].中国电化教育(8):81-85.
张振虹,刘文,韩智.2014.学习仪表盘:大数据时代的新型学习支持工具[J].现代远程教育研究(3):100-107.
周鹏霄,邓伟,郭培育,等.2018.课堂教学视频中的S-T行为智能识别研究[J].现代教育技术,28(6):54-59.
祝智庭,贺斌.2012.智慧教育:教育信息化的新境界[J].电化教育研究,33(12):5-13.
祝智庭,彭红超.2017.智慧学习生态系统研究之兴起[J].中国电化教育(6):1-10,23.
Capurro,R.(1989,August 23).Towards An Information Ecology.Inter?national seminar“Information and Quality”.Retrieved October11,2018,from http://www.capurro.de/nordinf.htm Friedlander,A.(2003).Information ecologies:using technology with heart.Telecommunications Policy,27(8),651-653.
Hwang,G.J.,Chu,H.C.,Shih,J.L.,Huang,S.H.,&Tsai,C.C.(2010).A Decision-Tree-Oriented Guidance Mechanism for Conducting Nature Science Observation Activities in a Context-Aware Ubiquitous Learning Environment.Journal of Educational Technology&Society,13(2),53-64.
Gibson,J.J.(1979).The Ecological Approach to Visual Perception.Bos‐ton:Houghton Mifflin Company.
Liu,T.Y.,&Chu,Y.L.(2009).Educational Affordances of Ubiquitous Learning Environment for Natural Science Learning.International Conference on Advanced Learning Technologies(pp.290-292).IEEE.Lui,M.,&Slotta,J.D.(2014).Immersive simulations for smart class‐rooms:exploring evolutionary concepts in secondary science.Technol?ogy Pedagogy&Education,23(1),57-80.
Lukas,S.,Mitra,A.R.,Desanti,R.I.,&Krisnadi,D.(2016).Student attendance system in classroom using face recognition technique.International Conference on Information and Communication Technol?ogy Convergence(pp.1032-1035).IEEE.
Ratto,M.,Shapiro,R.B.,Tan,M.T.,&Griswold,W.G.(2003).The Ac?tiveclass Project:Experiments in Encouraging Classroom Participation.
Designing for Change in Networked Learning Environments.Berlin:Springer Netherlands.
Taylor,C.A.(2016).Edu-crafting a cacophonous ecology:Posthumanist research practices for education.London:Palgrave Macmillan.
方兵,杨成.2013.I-时代的高校信息化教学资源建设探析--以开放大学为例[J].远程教育杂志,31(6):88-94.
贺斌,祝智庭.2012.学习环境给养设计研究透视[J].电化教育研究,33(11):30-38.
教育部.2018-04-17.教育部关于印发《教育信息化2.0行动计划》的通知[EB/OL].[2018-10-08].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html晋欣泉,田雪松,杨现民,等.2018.大数据支持下的智慧课堂构建与课例分析[J].现代教育技术,28(6):39-45.
李美娣.1998.信息生态系统的剖析[J].情报杂志,17(4):3-5.
李森,王牧华,张家军.2011.课堂生态论:和谐与创造[M].北京:人民教育出版社.
李祎,王伟,钟绍春,等.2017.智慧课堂中的智慧生成策略研究[J].电化教育研究,38(1):108-114.
刘邦奇,李鑫.2018.智慧课堂数据挖掘分析与应用实证研究[J].电化教育研究,39(6):41-47.
刘智明,武法提,殷宝媛.2018.信息生态观视域下的未来课堂--概念内涵及教学体系构建[J].电化教育研究,39(5):40-46.
庞敬文,王梦雪,唐烨伟,等.2015.电子书包环境下小学英语智慧课堂构建及案例研究[J].中国电化教育(9):63-70,84.
邱艺,谢幼如,李世杰,等.2018.走向智慧时代的课堂变革[J].电化教育研究,39(7):70-76.
孙曙辉,刘邦奇,李鑫.2018.面向智慧课堂的数据挖掘与学习分析框架及应用[J].中国电化教育(2):59-66.
唐烨伟,樊雅琴,庞敬文,等.2015.基于网络学习空间的小学数学智慧课堂教学策略研究[J].中国电化教育(7):49-54,65.
王冬青,韩后,邱美玲,等.2018.基于情境感知的智慧课堂动态生成性数据采集方法与模型[J].电化教育研究,39(5):26-32.
吴永军.2008.关于智慧课堂的再思考[J].新课程研究:基础教育(4):5-7.
杨现民,骆娇娇,刘雅馨,等.2017.数据驱动教学:大数据时代教学范式的新走向[J].电化教育研究,38(12):13-20.
张立敏,金义富,张子石,等.2017.基于未来教育空间站的课堂生态系统研究[J].中国电化教育(8):81-85.
张振虹,刘文,韩智.2014.学习仪表盘:大数据时代的新型学习支持工具[J].现代远程教育研究(3):100-107.
周鹏霄,邓伟,郭培育,等.2018.课堂教学视频中的S-T行为智能识别研究[J].现代教育技术,28(6):54-59.
祝智庭,贺斌.2012.智慧教育:教育信息化的新境界[J].电化教育研究,33(12):5-13.
祝智庭,彭红超.2017.智慧学习生态系统研究之兴起[J].中国电化教育(6):1-10,23.
Capurro,R.(1989,August 23).Towards An Information Ecology.Inter?national seminar“Information and Quality”.Retrieved October11,2018,from http://www.capurro.de/nordinf.htm Friedlander,A.(2003).Information ecologies:using technology with heart.Telecommunications Policy,27(8),651-653.
Hwang,G.J.,Chu,H.C.,Shih,J.L.,Huang,S.H.,&Tsai,C.C.(2010).A Decision-Tree-Oriented Guidance Mechanism for Conducting Nature Science Observation Activities in a Context-Aware Ubiquitous Learning Environment.Journal of Educational Technology&Society,13(2),53-64.
Gibson,J.J.(1979).The Ecological Approach to Visual Perception.Bos‐ton:Houghton Mifflin Company.
Liu,T.Y.,&Chu,Y.L.(2009).Educational Affordances of Ubiquitous Learning Environment for Natural Science Learning.International Conference on Advanced Learning Technologies(pp.290-292).IEEE.Lui,M.,&Slotta,J.D.(2014).Immersive simulations for smart class‐rooms:exploring evolutionary concepts in secondary science.Technol?ogy Pedagogy&Education,23(1),57-80.
Lukas,S.,Mitra,A.R.,Desanti,R.I.,&Krisnadi,D.(2016).Student attendance system in classroom using face recognition technique.International Conference on Information and Communication Technol?ogy Convergence(pp.1032-1035).IEEE.
Ratto,M.,Shapiro,R.B.,Tan,M.T.,&Griswold,W.G.(2003).The Ac?tiveclass Project:Experiments in Encouraging Classroom Participation.
Designing for Change in Networked Learning Environments.Berlin:Springer Netherlands.
Taylor,C.A.(2016).Edu-crafting a cacophonous ecology:Posthumanist research practices for education.London:Palgrave Macmillan.
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