體驗區
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| 篇名 |
不同绩效学生群体参与一对一在线辅导的比较研究——基于行为、主题和情感的分析视角
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| 並列篇名 |
A Comparative Study on the Participation of Students from Different Academic Performance Groups in One-to-one Online Tutoring — Based on Behavior, Theme, and Emotion Analysis Perspective
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| 作者 |
陈玲(Chen Ling)
、张文静(Zhang Wenjing)
、朱婷婷(Zhu Tingting)
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| 中文摘要 |
摘要：为了促进学生个性化发展、提升教育公平，基于学生的异质性提供个性化辅导成为学者们探讨的热点问题。为了解一对一在线辅导这种政府提供的个性化教育公共服务是如何促进不同背景学生的个性化学习，该文针对北京某区2471名学生辅导产生的16820条对话数据，分析不同成绩学生在线辅导行为差异，并对辅导主题和师生情感分布进行组间比较分析。结果表明：在线行为中，学生参与辅导的次数和难度与其学习成绩相关；不同成绩组学生的辅导次数与难度均存在差异性；通过对辅导高频知识点的分析，发现不同成绩组学生辅导知识点具有相似性，同时也存在一定知识点广度和深度的群体差异；在情感维度发现，不同绩效背景群体没有显著差异，且师生参与辅导的正面情感密度远远高于负面情感，表明师生对参与一对一辅导整体持有积极、肯定的情感。
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| 英文摘要 |
To support students’ personalized development and improve education equity, providing individualized tutoring based on students’ heterogeneity has become a under heated issue for scholars. In order to find out whether the one-to-one online tutoring, a personalized public education service provided by the government, can help to reduce the imbalance of group resource allocation and promote education equity, this paper analyzes 16820 dialogue data from 2471 students in a district of Beijing who participant in the one-to-one online tutoring, to figure out the differences of online tutoring among students with different grades. The results show that: The number of times students participate in tutoring and the difficulty of questions raised are related to their academic performance; There are differences in the number of times of tutoring and the difficulty of questions raised by students in different groups; Through the analysis of high-frequency knowledge points in the one-to-one online tutoring, it is found that the knowledge points of one-to-one online tutoring needed by students in different academic performance groups are similar, but there are group differences in the breadth and depth of knowledge points. In the emotional dimension, it is found that there is no significant difference among students from different performance backgrounds, and the positive emotional density of teachers and students participating in one-to-one online tutoring is much higher than the negative emotional density, which indicates that teachers and students have positive attitude and emotions for participating in the one-to-one online tutoring.
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| 頁次 |
085-092
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| 關鍵詞 |
个性化在线辅导
、在线行为分析
、话题分析
、情感检测
、One-to-one Online Tutoring
、Online Behavior Analysis
、Theme Analysis
、Emotion Analysis
、CSSCI
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| 卷期 |
398
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| 日期 |
202003
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| 刊名 |
中國電化教育
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| 出版單位 |
中國電化教育雜誌社
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