【作 者】：
曾丽颖， 曾茂林， 曾绍庚， 谢裕玲
【关 键 词 】：
最近发展区； 可视化机理； 诊测技术； 智能导航； 认知地图
【栏 目】：
学习环境与资源
【中文摘要】：
文章以教育信息化2.0为背景，旨在借助智能技术可视化地诊测内隐于学生心中的最近发展区，解决教师精准定位教学起点和补教内容等问题。利用文献研究方法发现，社会知识与个体认知之间可以借助语言符号进行转化。研究结果表明：准确诊测学生最近发展区的基本原理，就是将学生现有基础水平同其需要达到的学习目标进行比对，再以认知地图方式找出其可视化的差距。其技术实现原理为：采用Spring MVC技术，推送易、中、难测试题，区分出学生基础水平层次，再将学生残缺和模糊不清的知识点进行可视化补教导航。运用这些原理进行教学实验研究，得出了以下结论：（1）通过分层推送练习题，可准确定位学生最近发展区，有针对性地促进其发展；（2）根据学生最近发展区现状，可实现全班大面积的个性化智能教学导航；（3）针对入门教学特征，需要进行认知地图可视化导航设计，针对教学难点，需要开展解题智能可视化导航设计。
【英文摘要】：
Based on the background of education informatization 2.0, this paper aims to visually diagnose the Zone of Proximal Development (PDZ) hidden in students' minds using intelligent technology and solve the problem of determining teachers' precise teaching points and supplementary content and so on. By literature research, it is found that the transformation between social knowledge and individual cognition can be carried out with the help of language symbols. The research results show that the basic principle of accurately diagnosing students' PDZ is to compare the students' current basic level with the learning goals they need to achieve, and then find out the gap in their visualization by cognitive map. The technical realization principle is to adopt Spring MVC technology to push easy, medium and difficult test questions for distinguishing the basic levels of students, and then visualizing supplementary teaching navigation for the students' incomplete and ambiguous knowledge points. Using those principles to conduct experimental research, the following conclusions are drawn:(1) by pushing the exercises in different levels, the students' PDZ can be accurately positioned and developed specifically; (2) according to the status quo of the students' PDZ, the personalized intelligent teaching navigation can be realized for the whole class;(3) visual navigation design of cognitive map is needed for the introductory teaching, and intelligent visual navigation design of problem solving is needed for teaching difficulties.