基于学习分析的小学数学学习干预模型构建研究

Research on the Construction of Primary School Mathematics Learning Intervention Model Based on Learning Analysis

智能技术的应用,对于大多数学生而言,的确起到很好的支撑与促进作用。但是,在小学数学教学中,仍有一些学生在一些内容上存在这样或那样的学习困难,亟待研究与探索智能技术条件下有效解决学困生学习困难的干预模型。该文对国内外学习干预模型的相关研究做了系统分析,剖析了小学数学学困生学习困难的主要成因。从学习目标与活动、学困表现、干预策略、支撑环境四个方面及其相互作用关系的角度提出了学习干预模型的构建思路。提出了由学习结果和过程数据采集、学业水平和学习特征分析、学习诊断与干预和学习干预效果评估等构成的学习干预模型。针对疑难知识难以理解问题提出了合理降低学习梯度并搭建适合认知支架和通过在生活情景完成学习活动进而降低认知负荷的干预策略;针对学习兴趣不足问题提出了通过生活化问题/任务激发学习欲望、通过知识趣味化调动学习积极性、通过正向激励提升自我效能感的干预策略;针对专注力不足问题提出了通过分层递进问题/任务增加学习粘性、通过全过程多感协同交互增加学习投入、通过优长潜能释放提升学习参与持续度的干预策略。

The application of intelligent technology does play a very good supporting and promoting role for most students.However,in primary school mathematics teaching,there are still some students with learning difficulties in some content,it is urgent to study and explore the intervention model to effectively solve the learning difficulties of students with learning difficulties under the condition of intelligent technology.This paper makes a systematic analysis of the relevant studies on learning intervention models at home and abroad,and analyzes the main causes of learning difficulties of students with learning difficulties in primary school mathematics.This paper proposes the construction of learning intervention model from four aspects of learning objectives and activities,learning difficulties,intervention strategies,supporting environment and their interaction.A learning intervention model consisting of learning outcome and process data collection,analysis of learning level and learning characteristics,learning diagnosis and intervention,and evaluation of learning intervention effect was proposed.To solve the problem of difficult knowledge understanding,the intervention strategies of reasonably lowering learning gradient and constructing suitable cognitive scaffold and reducing cognitive load by completing learning activities in life scenarios were proposed.To solve the problem of insufficient interest in learning,the intervention strategies of stimulating learning desire through life-oriented questions/tasks,stimulating learning enthusiasm through interesting knowledge,and enhancing self-efficacy through positive motivation were proposed.In order to solve the problem of insufficient attention,the intervention strategies of increasing learning stickiness through hierarchical and progressive questions/tasks,increasing learning engagement through the whole process of multi-sensory collaborative interaction,and improving the duration of learning participation through the release of superior potential were proposed.