双重身份学生自适应学习模型的构建与实证研究

Research on the Construction and Emprical Study of an Adaptive Learning Model for Double Identity Students

如今,自适应学习已成为推动个性化教育实践落地的抓手,然而目前自适应学习模型研究对促进双重身份学生的个性化学习关注有限。基于此,文章以双重身份学生的典型代表——体育生为例,构建了基于智能教学系统的双重身份学生自适应学习模型,并提出实际应用流程,以便促进其落地实践。在此基础上,文章针对某体校体育生群体进行实证研究,通过对调查问卷、访谈数据和日志数据的分析,发现所提出的自适应学习模型能够在不影响运动动机的情况下显著提升学生的学业动机,由此证实了模型的有效性,并剖析了该模型四模块设计对实验结果的影响。文章通过研究,旨在为未来的社会性自适应学习模型设计提供参考。

At present,adaptive learning has become a pivotal factor in promoting the implementation of personalized educational practice.However,the current adaptive learning models has paid limited attention on fostering personalized learning for double identity students.Based on this,the paper took the students of physical education,a representative of double identity students,as an example,constructed a double identity student adaptive learning model(DISALM)and proposed a practical application process to facilitate its landing practice.Based in this model,an empirical research on a group of students of physical education from a sports school was carried out.Through analysis of survey questionnaires,interview data,and log data,it was found out that the proposed adaptive learning model can significantly enhance students’academic motivation without affecting their athletic motivation.This confirmed the effectiveness of the proposed adaptive learning model and dissected the impact of the four-module design of the model on the experimental results.Through research,it was expected in this paper to provide reference and inspiration for the design of future social adaptive learning models.