区域性教育大数据总体架构与应用模型
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摘要
教育大数据作为未来区域教育发展的契机和质量改进与提升的破解方法,在智慧教育领域有着不可估量的发展潜能。该文大数据与区域教育发展的关系出发,剖析了区域教育大数据的技术架构,包括教育过程多模态数据收集、学习者个性化认识模型构建、学科知识图谱构建、数据挖掘分析、资源语义标记与汇聚、个性化智能推荐引擎、区域教育决策分析等,提出构建区域大数据无缝流转的开放生态系统。同时,该研究以智能教育大数据公共服务平台"智慧学伴"为例,提出区域教育大数据应用模型,并展望了区域教育大数据未来发展的三个智能服务阶段:个性化定向学习支持的"学习助手"、封闭性问题解答和情感支持的"学习伙伴"、开放性问题解答和智慧成长支持的"学习导师"。该研究从理论构建、实践应用、未来展望三个层面对区域教育大数据作了较为全面的论述,以期为区域教育大数据的应用提供理论参考模型和实践指导。
Big data Education, as an opportunity for future development of education in regions and a method for quality improvement, has immeasurable development potential in the field of intelligent education. From the perspective of the relationship between big data and region education development, this paper analyzes the technical architecture, which contains modal data collection of big data in regional education, personalized knowledge model building about learners, subject knowledge map construction, data mining and analysis, resource semantic markup and gathering, personalized intelligent recommendation engines, regional education decision analysis, etc., and put forward the construction of open ecosystem that regional big data can be transferred seamlessly. Meanwhile, Taking the intelligent education big data public service platform "smart learning partner" as an example, this study proposed the big data application model in region education, and make outlook about the three intelligent service stages about big data of region education in the future development: "learning assistant" with personalized directional learning support, "learning partner" with closed questions and emotional support, "learning mentor" with open questions and intelligent growth support. This study comprehensively discussed big data of region education from three aspects of theoretical construction, practical application and future prospect, expecting to provide theoretical reference model and practical guidance for the application of big data in region education.
Big data Education, as an opportunity for future development of education in regions and a method for quality improvement, has immeasurable development potential in the field of intelligent education. From the perspective of the relationship between big data and region education development, this paper analyzes the technical architecture, which contains modal data collection of big data in regional education, personalized knowledge model building about learners, subject knowledge map construction, data mining and analysis, resource semantic markup and gathering, personalized intelligent recommendation engines, regional education decision analysis, etc., and put forward the construction of open ecosystem that regional big data can be transferred seamlessly. Meanwhile, Taking the intelligent education big data public service platform "smart learning partner" as an example, this study proposed the big data application model in region education, and make outlook about the three intelligent service stages about big data of region education in the future development: "learning assistant" with personalized directional learning support, "learning partner" with closed questions and emotional support, "learning mentor" with open questions and intelligent growth support. This study comprehensively discussed big data of region education from three aspects of theoretical construction, practical application and future prospect, expecting to provide theoretical reference model and practical guidance for the application of big data in region education.
引文
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[11]王丽珍,刘佳星.教育大数据对网络教研的影响[J].中国电化教育,2016,(11):51-55.
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[2]余胜泉,汪晓凤.“互联网+”时代的教育供给转型与变革[J].开放教育研究,2017,23(1):29-36.
[3]万海鹏,李威等.大规模开放课程的知识地图分析--以学习元平台为例[J].中国电化教育,2015,(5):30-39.
[4]ADL.xAPI Overview[DB/OL].https://www.adlnet.gov/research/performance-tracking-analysis/experience-api/,2018-08-21.
[5]万海鹏,余胜泉.基于学习元平台的学习认知地图构建[J].电化教育研究,2017,38(9):83-88.
[7]余胜泉,杨现民等.泛在学习环境中的学习资源设计与共享--“学习元”的理念与结构[J].开放教育研究,2009,(1):47-53.
[8]余胜泉,王阿习.“互联网+教育”的变革路径[J].中国电化教育,2016,(10):1-9.
[9]刘雍潜,杨现民.大数据时代区域教育均衡发展新思路[J].电化教育研究,2014,(5):11-14.
[10]陈霜叶,孟浏今等.大数据时代的教育政策证据:以证据为本理念对中国教育治理现代化与决策科学化的启示[J].全球教育展望,2014,43(2):121-128.
[11]王丽珍,刘佳星.教育大数据对网络教研的影响[J].中国电化教育,2016,(11):51-55.
[12]涂子沛.大数据:正在到来的数据革命,以及它如何改变政府、商业与我们的生活[M].桂林:广西师范大学出版社,2012.
[13]教育部.教育部关于印发《教育信息化2.0行动计划》的通知[DB/OL].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html,2018-06-30.
[14]刘月霞.中国教研的价值与使命[J].基础教育论坛,2016,(26):15-16.
[15]黄生英.教研员:担当起自己的多重角色[J].湖南教育(D版),2016,(10):22-23.