摘要
智情技术可为情境教学提供保障、增加导引、加深理解,使其获得沉浸式多模态教学感官,然智情素养、教学资源、教学条件等因素影响了智情技术在情境教学中的综合应用。阐述了智情技术和情境教学的概念、影响与驱动;从资源、参与和评估三个方面探索情境教学困境和赋能路径;以情境、过程和保障为基本要素,立足真实、专业、展示、复习、协同、交流、辅导、评价八个角度,构建智情技术赋能的情境教学框架与模型;最终以《人机情感》课程为对象,设定情境,设计过程,提出保障策略,旨在为智能技术赋能情境教学提供借鉴。
Intellectual-emotional technology can provide protection,increase guidance,deepen understanding and obtain immersive multimodal teaching senses for situational teaching.However,intellectual literacy,teaching resources and teaching conditions affect the comprehensive application of intellectual technology in situational teaching.This paper expounds the concept,influence and drive of IHT and situational teaching,explores the dilemma and empowerment path of situational teaching from three aspects of resources,participation and supervision,and constructs the framework and model of situational teaching with IHT empowerment based on eight perspectives of authenticity,professionalism,presentation,review,collaboration,communication,counseling and evaluation with the basic elements of situation,process and guarantee.Finally,taking the course of Human-Computer Emotion as the object,the paper sets the situation,designs the process,and puts forward the safeguard strategy,which provides a reference for intelligent technology enabling situational teaching.
作者
付永华
刘森
柴丹丹
司俊勇
FU Yonghua;LIU Sen;CHAI Dandan;SI Junyong(Zhengzhou University of Aeronautics,Zhengzhou 450046,China)
出处
《管理工程师》
2024年第2期59-64,共6页
Management Engineer
基金
河南省高等学校重点科研项目“多模态全场景富情感阅读情境关键技术研究”(23B520007)。
关键词
智情技术
情境教学
人机情感
框架模型
intellectual-emotional technology
situational teaching
man-machine emotion
framework model
