Web3D虚拟实验中探究式学习行为建模与分析研究

Research on Modelling and Analysis of Inquiry Learning Behavior in Web3D Virtual Experiment

当前,探究式虚拟实验已在转变科学教育方式、落实核心素养目标方面发挥了积极作用,但有关探究式学习行为分析的研究较少,尚未形成系统的理论成果以更好地指导教学实践。为此,文章针对Web3D虚拟实验中的探究式学习活动,构建了具备行为记录属性的学习行为模型,并借助该模型设计实施了教学应用实证研究。通过聚类分析,本研究发现大致存在四类学习者:擅长理论学习,重视测试结果的学习者;喜欢视频/动画类学习资料,重视评价与反思的学习者;擅长建构实验,对理论性概念学习不感兴趣的学习者;投入程度低,完成任务型的学习者。最后,文章结合学习者的学习行为分析结果,从激励机制、学习资源、实验设计、讨论交流四个方面提出了优化策略,以期为后续探究式虚拟实验平台的研发和应用提供参考。

At present,inquiry-based virtual experiments have played a positive role in transforming science education and implementing core competency objectives.However,there is limited research on the analysis of inquiry-based learning behaviors,and a systematic theoretical framework has yet to be established to better guide teaching practices.Therefore,aiming at the inquiry-based learning activities in the Web3D virtual experiment,this paper constructed a learning behavior model with behavioral recording attributes,and utilized this model to design and implement the empirical research of teaching applications.Through cluster analysis,four main types of learners were identified,namely learners who were proficient in theoretical learning and attached importance to test results,learners who preferred video/animation learning materials and valued evaluation and reflection,learners who were skilled in experiment construction but disinterested in theoretical concept learning,learners who completed tasks-oriented learning with low engagement degree.Finally,combined with the analysis results of learners’learning behaviors,this paper proposed optimization strategies from four aspects of incentive mechanisms,learning resources,experimental design,and discussion communication,aiming to provide reference for the development and application of subsequent inquiry-based virtual experiment platforms.