远程教育杂志Issue(4)：45-53,9.
基于认知耦合态的翻转课堂人机交互设计
Human-Computer Interaction Design for Flipped Classroom Based on Cognitive Coupling States
摘要
Abstract
The difficult point in the flipped classroom is how to keep persistent and effective learning in unsupervised environment. The unsupervised learning environment in the flipped classroom is human-computer situation. In human-computer interaction, the persistent learning requires that students immerse themselves in interactive situation, so as to achieve the effective learning and deep learning, which is known as Cognitive Coupling State (CCS). The CCS is a match between the cognitive structure, personality, ability of students and the learning content, design situation, track of teachers ’ design. Students and machines rely on each other. When one designs the CCS, he should study the psychology of students and use computers as teaching assistants to guide students’ learning. Collecting the data of the human-computer interaction, observing learning process, creating coupling situation and modulating cognitive process are needed in the design of CCS. The key points of human-computer interaction design for "flipped classroom" based on cognitive coupling states are teaching resources structure, cognitive thinking process, online tutoring interaction, imaging forms, big data processing technique and empirical teaching practice. The flipped classroom based on the CCS is a practice of digital and empirical education, and a trial of integration of information technology and education.关键词
翻转课堂/人机交互/认知结构/教学代理/实证教育Key words
Flipped classroom/Human-computer interaction/Cognitive structure/Pedagogical agent/Empirical education分类
社会科学引用本文复制引用
陈凤燕,朱旭,程仁贵,孟世敏..基于认知耦合态的翻转课堂人机交互设计[J].远程教育杂志,2014,(4):45-53,9.基金项目
全国教育信息技术研究“十二五”规划2013年度重点课题“信息化环境下翻转课堂教学的实践研究”（课题编号133021498）的研究成果、全国教育科学“十一五”教育部规划2008年课题“学生学习活动科学化与学习素养养成”（课题编号FHB080457）研究成果、得到福建省教育厅科技基金“基于人机交互的问题空间可视化技术研究”(课题编号JA13318)的资助。 （课题编号JA13318）
