On the Development of CAI Course Wares by Group Data

目前在计算机辅助教学中实际使用的路线决策方法，无论是线性类型(Skinner)还是分支类型(Crouder)，都缺乏灵活性。即使在分支类型中，学习者也只遵循程序员决定和提出的几个分支。这意味着，在固定分支的计算机辅助教学中，除了程序员对素材的掌握能力之外，没有什么比这更重要的了。更糟糕的是，只要课程决策的灵活性有限，就基本上不可能准备一个应对各种个体差异的系统，因为软件的规模不可能是无限的。正因为如此，智能计算机辅助教学的研究取得了很大进展。然而，这些研究在对子程序的答案相当明确的条件下被认为是成功的。但在现实中，它们在许多情况下并没有得到澄清。我们的研究采取了不同的方法。我们假设，通过分析群体数据和个体差异，个体的适当学习过程是现象学决定的。我们得出的结论是，通过将个体的数据放入群体数据中，多变量分析在许多次尝试中都是有效的。我们发现，在理解图片和因素分析等情感领域，这些都是直接适用的。在智能学习新材料的情况下，学习者的数据本身几乎没有偏差。因此，学习课程应该根据教师假设的材料的逻辑结构和单个学习者对放置在群体数据中的材料的假设之间的相互作用来决定。最后，经过多次讨论，我们得到了为个体学习者制定课程决策算法的信息。

The method of course decision, presently adopted at CAI for practical use, lacks flexibility regardless of either linear types (Skinner) or branching types (Crouder). Even in branching types, the learner simply follows several branchings decided and presented by the programmer. This means that in CAI with fixed branchings nothing more expected than the programmer'steaching ability of the material. What is worse, as long as the flexibility of course decision is limited, it is basically impossible to prepare a system coping with various individual differences because the size of softwares cannot be limitless. For these reasons, studies of intelligent CAI have been making great progress. These studies, however, are seen successful under the condition that the answers to sub-procedures are quite clear. But in reality, they are not clarified in many cases. Our study took a different approach. We assumed that a proper learning course for an individual is decided phenomenologically, by analysing the group dataand individual differences.We came to the conclusion that multivariate analyses were effective in many attempts to obtain significant information, by placing an individual's data in the group data. We found that in such affective domains as apprehending pictures and factor analyis, these were directly applicable. In the case of intellectual learning of new materials, the leaners' data itself has little deviation. Thus, learning courses should be decided in terms of interaction between the logical structures of the material assumed by the teacher, and the individual learner sassumption about the material placed in the group data. Finally, after much discussion, we obtained information for making algorisms of course decision for individual learners.