CN109242305B - Teaching design quality evaluation method based on learning behaviors - Google Patents
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Abstract
The invention discloses a teaching design quality evaluation method based on learning behaviors, which comprises the following steps: s1, obtaining the content frame of the course from the server; s2, acquiring a learning stimulation degree-learning behavior classification table from the server, and extracting the learning stimulation degree information of each learning behavior; s3, respectively drawing the measure electrocardiogram of each measure, the unit electrocardiogram of each unit and the course electrocardiogram of the course through a graphic tool, and displaying the measures on a visual graphic interface; s4, calculating evaluation indexes of teaching design quality of sections, units and courses; and S5, calculating the health value of the course according to a preset rule, displaying the health value on a visual graphical interface, and evaluating the teaching design quality of the course according to the health value and the electrocardiogram of the course. The method has the beneficial effects of improving the objectivity and the accuracy of the quality evaluation of the teaching design.
Description
Technical Field
The invention relates to the technical field of network electronic teaching, in particular to a teaching design quality evaluation method based on learning behaviors.
Background
The typical method of the conventional teaching design quality is a five-star course evaluation method of American teaching designer M.David Merrill, and the method for evaluating the teaching design quality has the following defects:
1. the quality assessment of the teaching design is based on "teaching" rather than "learning". According to the value delivered by the teaching design, the quality of the teaching design is evaluated according to what is learned, not how taught;
2. there is no quantitative evaluation index. The evaluation indexes of the quality of the current teaching design are basically qualitative evaluation, the credibility is not high, and the evaluated individual color is too heavy, so that the evaluation difference of different evaluators is large in the same teaching design scheme;
3. the teaching design evaluation process is too long and the program is complex, so that the course design lacks evaluation feedback. Because of the manual qualitative evaluation, the organization process and the flow of the evaluation are long, the current course evaluation is limited to a few courses, and most teaching designs are actually lack of evaluation and feedback.
Disclosure of Invention
Aiming at the problems in the prior art, the invention mainly aims to provide a teaching design quality evaluation method based on learning behaviors, so that the objectivity and the accuracy of the teaching design quality evaluation are improved.
In order to achieve the purpose, the teaching design quality evaluation method based on the learning behavior provided by the invention comprises the following steps:
s1, obtaining a course content frame from a server, wherein the content frame is provided with a plurality of units, each unit is internally provided with a plurality of sections, and each section comprises a plurality of learning activities; extracting learning behavior information and duration information in each learning activity;
s2, acquiring a learning stimulation degree-learning behavior classification table from the server, and extracting the learning stimulation degree information of each learning behavior; the learning stimulation degree refers to the degree of excitement activation of learner learning, and comprises 1-10 stimulation degrees; the learning behaviors comprise reading, listening, speaking and watching, speaking and questioning, group discussion, self evaluation, case analysis, role playing, practice and practice exercises and situation simulation, and the learning behaviors respectively correspond to 1-10 stimulation degrees;
s3, respectively drawing the measure electrocardiogram of each measure, the unit electrocardiogram of each unit and the course electrocardiogram of the course through a graphic tool, and displaying the measures on a visual graphic interface; wherein, the horizontal coordinates of the subsection electrocardiogram, the unit electrocardiogram and the curriculum electrocardiogram are duration, and the vertical coordinates are learning stimulation degrees;
s4, calculating evaluation indexes of teaching design quality of sections, units and courses, wherein the evaluation indexes comprise active learning ratio, effective learning activity quantity, stimulation fluctuation range and learning activity duration reasonableness; the active learning ratio refers to the ratio of active learning time to total duration; the effective learning activity number refers to the number of learning activities that at least comprise a learning material that is not empty; the stimulus fluctuation amplitude refers to the sum of the stimulus differences between adjacent learning activities.
S5, calculating the health degree value of the course according to the preset rule, and displaying on the visual graphical interface; and (4) evaluating the teaching design quality of the course by combining the health value with the small section electrocardiogram, the unit electrocardiogram and the course electrocardiogram in the step S3.
Preferably, in the step S3, the active learning ratios of the measure, the unit and the lesson are respectively displayed on the measure electrocardiogram, the unit electrocardiogram and the electrocardiogram of the lesson.
Specifically, the active learning ratio includes a subsection active learning ratio, a unit active learning ratio and a course active learning ratio, the subsection active learning ratio is a ratio of the accumulated time of the learning activities with the learning stimulation degree of more than or equal to 3 in the subsection to the total time of the subsection, the unit active learning ratio is an average value of the subsection active learning ratios of all the subsections in the unit, and the course active learning ratio is an average value of the unit active learning ratios of all the units in the course.
Specifically, the stimulus fluctuation amplitude includes: the method comprises the following steps of (1) calculating the fluctuation range of the stimulus degree of the minor section, the fluctuation range of the unit stimulus degree and the fluctuation range of the course stimulus degree, wherein the calculation formula of the fluctuation range of the stimulus degree of the minor section is as follows: r ═ C1-C2|+|C2-C3|+……+|Cn-1-CnL, wherein CaAnd the unit stimulation fluctuation range is the average value of the stimulation fluctuation range of the bar of each bar in the unit, and the course stimulation fluctuation range is the average value of the unit stimulation fluctuation range of each unit in the course.
Preferably, the unit electrocardiogram is formed by splicing small section electrocardiograms of all sections in the unit.
Preferably, the course electrocardiogram is formed by splicing unit electrocardiograms of all units in the course.
According to the technical scheme, the learning behaviors are classified according to the learning stimulus degree, so that electrocardiograms from bars, units and courses are generated according to the learning stimulus degree corresponding to the learning behaviors and the duration of learning activities, and a teacher can judge the reasonability of teaching design according to the electrocardiograms. Meanwhile, the whole course is quantitatively evaluated by combining the relevant evaluation indexes generated based on the learning stimulation and the duration of the learning activity, so that the evaluation difference caused by personal evaluation is avoided, and the evaluation of the teaching design quality has more foundation and credibility.
Drawings
In order to more clearly illustrate the embodiments of the present invention or the technical solutions in the prior art, the drawings used in the description of the embodiments or the prior art will be briefly described below, it is obvious that the drawings in the following description are only some embodiments of the present invention, and for those skilled in the art, other drawings can be obtained according to the structures shown in the drawings without creative efforts.
FIG. 1 is a schematic flow diagram of the present invention;
FIG. 2 is a schematic illustration of a subsection of an electrocardiogram;
FIG. 3 is a schematic illustration of a curriculum electrocardiogram;
FIG. 4 is a diagram of the duration of a learning activity (reading) as a function of a reasonable degree;
the objects, features and advantages of the present invention will be further explained with reference to the accompanying drawings.
Detailed Description
The invention provides a teaching design quality evaluation method based on learning behaviors.
Referring to fig. 1, fig. 1 is a schematic flow chart of the present invention.
As shown in fig. 1, in the embodiment of the present invention, the method for evaluating the quality of teaching design includes the following steps:
s1, obtaining a course content frame from a server, wherein the content frame is provided with a plurality of units, each unit is internally provided with a plurality of sections, and each section comprises a plurality of learning activities; and extracting learning behavior information and duration information in each learning activity.
In step S1, the user may modify the acquired course content frame, such as adding or deleting the custom course, or modifying the unit and section of the course, and the learning activity, and the learning behavior and duration information of the learning activity may be modified secondarily.
S2, a learning stimulation level-learning behavior classification table is obtained from the server, and the classification table is shown in table 1, and learning stimulation level information of each learning behavior is extracted.
| Degree of learning | Learning behaviors | |
| 10 | |
|
| 9 | |
|
| 8 | Role playing | |
| 7 | Case analysis | |
| 6 | Self-assessment of | |
| 5 | |
|
| 4 | Discussion of |
|
| 3 | Speaking quiz | |
| 2 | Listening, speaking and watching | |
| 1 | Reading |
TABLE 1
Wherein, the learning stimulation is the degree of excitement activation of learner learning, and the higher the value, the higher the excitement activation of learner. Meanwhile, in the present embodiment, the learning behavior with the learning stimulus degree of 3 or more is labeled as the active learning behavior, and the learning behavior with the learning stimulus degree of 1 or 2 is labeled as the passive learning behavior of the learner.
S3, respectively drawing the measure electrocardiogram of each measure, the unit electrocardiogram of each unit and the course electrocardiogram of the course through a graphic tool, and displaying the measures on a visual graphic interface; as shown in fig. 2, fig. 2 is a bar chart of a two-dimensional data chart, the abscissa is time, and the ordinate is learning stimulation, and each learning activity of a bar chart is shown in the electrocardiogram as a bar chart containing the activity duration and the learning stimulation value of the activity. The display form of the unit electrocardiogram and the course electrocardiogram is similar to that of the bar electrocardiogram, and is not described herein again.
In this embodiment, the graphical tool is data charting software (e.g., EXCEL) that a user may programmatically invoke to perform electrocardiography. It should be noted that the mapping of the electrocardiogram by the graphical tool can also be performed in the known manner.
In step S3, by generating the bar electrocardiogram, the unit electrocardiogram and the curriculum electrocardiogram in real time according to the duration of the learning activity and the learning stimulation degree, the rationality of the learning activity design of the bar, the unit or the curriculum is intuitively judged for the first time according to the fluctuation range of the electrocardiogram, and the larger the fluctuation range of the electrocardiogram is, the better the learning activity design is represented.
In step S3, the active learning ratios of the bar, unit and course are shown on the bar electrocardiogram, unit electrocardiogram and course electrocardiogram, respectively, so as to directly observe the active learning ratios of the bar, unit and course.
In this embodiment, in order to improve the drawing efficiency, the unit electrocardiogram is formed by splicing the sectional electrocardiograms of the sections in the unit, and the curriculum electrocardiogram is formed by splicing the unit electrocardiograms of the sections in the curriculum. As shown in fig. 3, fig. 3 is a curriculum electrocardiogram, which is formed by splicing unit electrocardiograms of each unit in a curriculum.
And S4, calculating evaluation indexes of teaching design quality of sections, units and courses, wherein the evaluation indexes comprise active learning ratio, effective learning activity quantity, stimulation fluctuation range and learning activity duration reasonableness. It should be noted that, in this step, all the calculation processes are realized by a computer internal program.
The active learning ratio is mainly used for evaluating whether the time for a learner to actively participate in learning in the teaching design is reasonable. The active learning ratio refers to a ratio of active learning time to total duration, and includes a subsection active learning ratio, a unit active learning ratio and a course active learning ratio, wherein the subsection active learning ratio is a ratio of accumulated duration of learning activities with learning stimulation degrees of more than or equal to 3 in a subsection to the total duration of the subsection, the unit active learning ratio is an average value of the subsection active learning ratios of all the subsections in a unit, and the course active learning ratio is an average value of the unit active learning ratios of all the units in a course.
The effective learning activity number refers to the number of learning activities at least containing a learning material which is not empty, and is mainly used for evaluating whether the structure of the teaching design is reasonable or not. By calculating the number of effective learning activities, the phenomenon that a user forgets or omits to add learning materials in the learning activities in the design of the learning activities is avoided, and therefore the evaluation of the overall teaching design quality of the course is influenced. Wherein, the learning material refers to knowledge graphics context, information table, case, structure chart, video, practice question, question and answer question, etc
The stimulation fluctuation range refers to the sum of stimulation difference values between adjacent learning activities, and the larger the fluctuation range is, the more reasonable the design of the learning activities in the course is.The stimulus fluctuation range includes a bar stimulus fluctuation range, a unit stimulus fluctuation range, and a course stimulus fluctuation range. The formula for calculating the fluctuation range of the degree of stimulation of the minor joints is as follows: r ═ C1-C2|+|C2-C3|+……+|Cn-1-CnL, wherein CaIndicating the learning stimulus for the a-th learning activity in the bar. The unit stimulation fluctuation range is the average value of the section stimulation fluctuation range of each section in the unit, and the course stimulation fluctuation range is the average value of the unit stimulation fluctuation range of each unit in the course. The fluctuation range of the stimulation degree mainly explains the fluctuation range of the electrocardiogram through data, so that a user can more accurately judge whether the design of the learning activities adjacent to the course is reasonable, when the fluctuation range is smaller, the probability that the learning stimulation degrees between the adjacent learning activities are the same is higher, namely, the condition that a learner needs to keep high participation or passive teaching in the two learning activities is shown, and the study of the learner is not facilitated, therefore, by analyzing the fluctuation range of the stimulation degree of the section, the unit or the course, the section with unreasonable design can be quickly found out, and the improvement is realized.
The duration reasonableness of the learning activity is mainly used for judging whether the duration of the learning activity is reasonable, and in this embodiment, the calculation process of the duration reasonableness of the learning activity is as follows:
s41, acquiring maximum learning duration data of various learning behaviors, as shown in table 2;
| degree of learning stimulation | Learning behaviors | Maximum duration/ |
| 10 | |
50 |
| 9 | Practice gymnastics | 45 |
| 8 | Role playing | 40 |
| 7 | Case analysis | 35 |
| 6 | Self-assessment of | 30 |
| 5 | Group discussion | 25 |
| 4 | Discussion of |
20 |
| 3 | Speaking |
15 |
| 2 | Listening, speaking and watching | 10 |
| 1 | |
5 |
TABLE 2
S42, setting the learning activity duration reasonable degree to obtain the maximum value A when the learning activity duration is 60% of the maximum learning activity duration by taking the learning duration t as an abscissa and the learning activity duration reasonable degree f (t) as an ordinate; when the duration of the learning activity is the maximum value of the activity duration, the duration of the learning activity is 0 reasonably; and taking the point of the maximum value A as a vertex, taking the longitudinal axis of the maximum value A as a symmetry axis, taking the learning duration as the point of the maximum value as a right zero point, making a parabola with a downward opening, calculating a function of the parabola, and taking the function as a reasonable calculation formula for the duration of the learning activity. For example, when the behavior attribute of the learning activity is reading, the corresponding maximum duration of the learning activity is 5min, and then a parabola is drawn by taking the point (3, a) as the vertex, taking the straight line t ═ 3 as the symmetry axis, and taking the point (5,0) as the right zero point, as shown in fig. 4; then solving the function f (t) of the parabola, and solving the learning activity duration reasonable degree under different activity durations according to f (t).
In the present embodiment, the learning activity duration rationality of a section is an average of the learning activity duration rationalities of the learning activities in the sections, the learning activity duration rationality of a unit is an average of the learning activity duration rationalities of the sections in the unit, and the learning activity duration rationality of a course is an average of the learning activity duration rationalities of the units in the course.
S5, calculating the health degree value of the course according to the preset rule, and displaying the health degree value on the visual graphical interface, as shown in FIG. 3; and (4) evaluating the teaching design quality of the course by combining the health value with the small section electrocardiogram, the unit electrocardiogram and the course electrocardiogram in the step S3. It should be noted that, in this step, all the calculation processes are realized by a computer internal program.
In this embodiment, the health degree value is composed of four evaluation indexes, i.e., an active learning ratio, an effective learning activity amount, a stimulation fluctuation range, and a learning activity duration reasonableness.
The preset rule is as follows:
a. the time length of the learning activity with the stimulation degree of 3 and above accounts for 70 percent or more, and accounts for 30 percent of the weight of the health degree value;
b. the number of effective learning activities of the measure is 4 or more, which accounts for 20% of the weight of the fitness value;
c. the fluctuation amplitude of the stimulation degree of the activity of the minor joints is 8 or more, and the fluctuation amplitude accounts for 30 percent of the weight of the health degree value;
d. the duration of the learning activity with single stimulation degree does not exceed the maximum duration of the learning activity, and the duration occupies 20% of the weight of the health degree value; wherein, continuous learning activities with the same stimulation are regarded as one learning activity.
To express the calculation formula of the health value, in the present embodiment, J represents the health value, P represents the active learning ratio, M represents the number of effective learning activities, R represents the amplitude of stimulation fluctuation, Q represents the duration of the learning activity by a reasonable degree, and the health value thereof is expressed in percentage. The health value is calculated as follows:
it should be noted that, when P is greater than 0.7, the score of the active learning ratio is recorded as full 30 points according to the active learning ratio and a preset rule; similarly, when the number of effective learning activities is greater than 4, the score of the number of effective learning activities is recorded as 20 points of full score; when the fluctuation range of the stimulation was larger than 8, the score of the fluctuation range of the stimulation was full 30. The above calculation formula is a calculation formula of the health value of the section, the health value of the unit is an average value of the health values of the sections in the unit, and the health value of the lesson is an average value of the health values of the sections in the lesson.
According to the technical scheme, the learning behaviors are classified according to the learning stimulus degree, so that electrocardiograms from bars, units and courses are generated according to the learning stimulus degree corresponding to the learning behaviors and the duration of learning activities, and a teacher can judge the reasonability of teaching design according to the electrocardiograms. Meanwhile, the whole course is quantitatively evaluated by combining the relevant evaluation indexes generated based on the learning stimulation and the duration of the learning activity, so that the evaluation difference caused by personal evaluation is avoided, and the evaluation of the teaching design quality has more foundation and credibility.
The above description is only a preferred embodiment of the present invention, and is not intended to limit the scope of the present invention, and all equivalent modifications made by the present specification and the attached drawings or directly/indirectly applied to other related technical fields under the inventive concept are included in the scope of the present invention.
Claims (3)
1. A teaching design quality evaluation method based on learning behaviors is characterized by comprising the following steps:
s1, obtaining a course content frame from a server, wherein the content frame is provided with a plurality of units, each unit is internally provided with a plurality of sections, and each section comprises a plurality of learning activities; extracting learning behavior information and duration information in each learning activity;
s2, acquiring a learning stimulation degree-learning behavior classification table from the server, and extracting the learning stimulation degree information of each learning behavior; the learning stimulation degree refers to the degree of excitement activation of learner learning, and comprises 1-10 stimulation degrees; the learning behaviors comprise reading, listening, speaking and watching, speaking and questioning, group discussion, self evaluation, case analysis, role playing, practice and practice exercises and situation simulation, and the learning behaviors respectively correspond to 1-10 stimulation degrees;
s3, respectively drawing the measure electrocardiogram of each measure, the unit electrocardiogram of each unit and the course electrocardiogram of the course through a graphic tool, and displaying the measures on a visual graphic interface; wherein, the horizontal coordinates of the subsection electrocardiogram, the unit electrocardiogram and the curriculum electrocardiogram are duration, and the vertical coordinates are learning stimulation degrees;
s4, calculating evaluation indexes of teaching design quality of sections, units and courses, wherein the evaluation indexes comprise active learning ratio, effective learning activity quantity, stimulation fluctuation range and learning activity duration reasonableness; the active learning ratio refers to the ratio of active learning time to total duration; the effective learning activity number refers to the number of learning activities that at least comprise a learning material that is not empty; the stimulus fluctuation amplitude refers to the sum of stimulus differences between adjacent learning activities; in step S3, the active learning ratios of the measure, unit and course are respectively displayed on the measure electrocardiogram, unit electrocardiogram and course electrocardiogram; the active learning ratio comprises a subsection active learning ratio, a unit active learning ratio and a course active learning ratio, wherein the subsection active learning ratio is the ratio of the accumulated time of the learning activities with the learning stimulation degree of more than or equal to 3 in a subsection to the total time of the subsection, the unit active learning ratio is the average value of the subsection active learning ratio of each subsection in a unit, and the course active learning ratio is the average value of the unit active learning ratio of each unit in a course; the stimulus fluctuation amplitude comprises: the method comprises the following steps of (1) calculating the fluctuation range of the stimulus degree of the minor section, the fluctuation range of the unit stimulus degree and the fluctuation range of the course stimulus degree, wherein the calculation formula of the fluctuation range of the stimulus degree of the minor section is as follows: r ═ C-C | + | C-C | + … … + | C-C |, where C represents the learning stimulus of the a-th learning activity in the bar, the unit stimulus fluctuation range is the average of the bar stimulus fluctuation ranges of the respective bars in the course, and the course stimulus fluctuation range is the average of the unit stimulus fluctuation ranges of the respective units in the course;
s5, calculating the health degree value of the course according to the preset rule, and displaying on the visual graphical interface; evaluating the teaching design quality of the course by combining the health value with the small section electrocardiogram, the unit electrocardiogram and the course electrocardiogram in the step S3;
the health degree value is composed of four evaluation indexes of an active learning ratio, an effective learning activity quantity, a stimulation fluctuation range and a learning activity duration reasonableness;
the preset rule is as follows:
a. the time length of the learning activity with the stimulation degree of 3 and above accounts for 70 percent or more, and accounts for 30 percent of the weight of the health degree value;
b. the number of effective learning activities of the measure is 4 or more, which accounts for 20% of the weight of the fitness value;
c. the fluctuation amplitude of the stimulation degree of the activity of the minor joints is 8 or more, and the fluctuation amplitude accounts for 30 percent of the weight of the health degree value;
d. the duration of the learning activity with single stimulation degree does not exceed the maximum duration of the learning activity, and the duration occupies 20% of the weight of the health degree value; wherein, the continuous learning activities with the same stimulation degree are regarded as a learning activity;
in order to express a calculation formula of the health degree value conveniently, J represents the health degree value, P represents an active learning ratio, M represents the effective learning activity quantity, R represents the stimulation fluctuation range, Q represents the reasonable duration of the learning activity, and the health degree value is in percentage; the health value is calculated as follows:
when P is larger than 0.7, recording the score of the active learning ratio as full score of 30 points according to the active learning ratio and a preset rule; similarly, when the number of effective learning activities is greater than 4, the score of the number of effective learning activities is recorded as 20 points of full score; when the fluctuation range of the stimulation degree is larger than 8, recording the score of the fluctuation range of the stimulation degree as full score 30; the above calculation formula is a calculation formula of the health value of the section, the health value of the unit is an average value of the health values of the sections in the unit, and the health value of the lesson is an average value of the health values of the sections in the lesson.
2. The learning behavior-based teaching design quality assessment method according to claim 1, wherein said unit electrocardiogram is formed by splicing the electrocardiogram of the measure sections of each measure in the unit.
3. The learning behavior-based teaching design quality evaluation method according to claim 1, wherein the course electrocardiogram is formed by splicing unit electrocardiograms of each unit in the course.
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| CN108182541A (en) * | 2018-01-10 | 2018-06-19 | 张木华 | A kind of blended learning recruitment evaluation and interference method and device |
| CN108288129A (en) * | 2018-03-01 | 2018-07-17 | 丁勇和 | A kind of student's practice management |
| CN108460139A (en) * | 2018-03-09 | 2018-08-28 | 上海开放大学 | Based on web crawlers data mining online course Management System for Evaluation Teaching Quality |
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