历史文本理解:学生认知概况实验工具的设计

Proceedings of the 35th Annual Hawaii International Conference on System Sciences Pub Date : 2002-08-07 DOI:10.1109/HICSS.2002.994092

G. Tsaganou, M. Grigoriadou, T. Cavoura

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引用次数: 7

摘要

提出了一种实验方法来建立学生对历史文本理解的模型。所提出的学生模型代表了学生在理解历史文本时所观察到的特征和态度，反映了学生的历史概况和他的认知模型。学生模式以历史叙事理解模式(MOCOHN)为基础，以学生历史文本理解的实验研究为基础。我们设计的实验工具是智能辅导系统中学生诊断模块的核心，可以从学生的表现中推断出学生的认知状态。学生模型的泛化为构建的学生模型的动态性提供了证据，该模型可以影响支持个性化历史教学和辅导的教育决策。

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Historical text comprehension: design of experimental tool for students' cognitive profiles

Presents an experimental approach to student modelling of historical text comprehension. The proposed student model represents the observed characteristics and attitudes of the student when he comprehends a historical text and reflects the student's historical profile and his cognitive model. The student model was based on the Model Of Comprehension Of Historical Narration (MOCOHN) and on an experimental study of students' historical text comprehension. The experimental tool we have designed, considered as the core of the student diagnosis module of an intelligent tutoring system, can be exploited for inferring a student's cognitive state from his performance. The generalisation of the student model gives evidence for the dynamics of the constructed student model that can affect educational decisions in supporting individualised history teaching and tutoring.

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Proceedings of the 35th Annual Hawaii International Conference on System Sciences

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