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国际混合学习领域热点主题与前沿趋势研究——基于科学知识图谱方法的实证分析

马婧 周倩

马婧, 周倩. 国际混合学习领域热点主题与前沿趋势研究——基于科学知识图谱方法的实证分析[J]. 华东师范大学学报(教育科学版), 2019, 37(4): 116-128. doi: 10.16382/j.cnki.1000-5560.2019.04.011
引用本文: 马婧, 周倩. 国际混合学习领域热点主题与前沿趋势研究——基于科学知识图谱方法的实证分析[J]. 华东师范大学学报(教育科学版), 2019, 37(4): 116-128. doi: 10.16382/j.cnki.1000-5560.2019.04.011
Ma Jing, Zhou Qian. The Focus and Trends of International Blended Learning Research: An Empirical Analysis Based on Mapping Knowledge Domain[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(4): 116-128. doi: 10.16382/j.cnki.1000-5560.2019.04.011
Citation: Ma Jing, Zhou Qian. The Focus and Trends of International Blended Learning Research: An Empirical Analysis Based on Mapping Knowledge Domain[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(4): 116-128. doi: 10.16382/j.cnki.1000-5560.2019.04.011

国际混合学习领域热点主题与前沿趋势研究——基于科学知识图谱方法的实证分析

doi: 10.16382/j.cnki.1000-5560.2019.04.011
基金项目: 

河南省社科规划一般项目"高校混合教学环境下学习者学习性投入现状分析及其影响机制研究" 2018BJY030

河南省教育厅人文社会科学一般项目"混合教学环境下基于多层次分析视角的教师教学行为研究" 2019-ZZJH-281

The Focus and Trends of International Blended Learning Research: An Empirical Analysis Based on Mapping Knowledge Domain

  • 摘要: 混合学习作为信息化教学改革进程中的一种重要的教与学形式,日益获得国际教育领域的广泛认可和高度关注。国际混合学习领域的热点问题和前沿趋势分析对我国混合学习领域研究具有重要的借鉴价值。本研究运用知识图谱的方法与技术实证分析新世纪以来国际混合学习领域的3454篇文献,结果显示,国际混合学习领域的研究热点聚焦学习者的学业成就、数学思维、本科生学习、基于情境的学习、自我反思等问题。卡雷斯·格雷厄姆、兰迪·加里森、柯蒂斯·邦克等学者的研究在该领域不同热点主题演进中颇具影响力。国际混合学习领域前沿发展趋势主要集中于混合学习技术环境开发研究、混合学习教学设计以及混合学习的应用实施三个方面。美国是对混合学习研究最为关注的国家,中国大陆和西班牙在混合学习领域的研究力量也较为集中。我国在混合学习研究中要注重学习者的自主学习能力、合作能力以及创新思维培养,打造课程、专业和院系有机结合的混合学习理论体系。
  • 图  1  2000-2017年混合学习领域研究热点变迁时间线图谱

    图  2  国际混合学习领域研究主要国家(地区)视图

    表  1  国际混合学习领域研究突现关键词信息

    序号 关键词 突变率 序号 关键词 突变率
    1 Genetic algorithm 11.24 9 Internet 4.43
    2 Neural networks 9.73 10 Teaching/learning strategy 4.30
    3 Identification 9.60 11 Framework 3.61
    4 Systems 6.14 12 Algorithm 3.56
    5 Classification 5.60 13 Innovation 3.46
    6 Network 5.32 14 Impact 3.34
    7 Design 5.07 15 Information technology 3.15
    8 Model 4.74 16 implementation 3.15
    下载: 导出CSV

    表  2  国际混合学习研究的主要国家(地区)

    频次 国家(地区) 频次 国家(地区)
    356 USA (美国) 87 AUSTRALIA(澳大利亚)
    292 P.R.CHINA(中国) 85 GERMANY(德国)
    168 SPAIN(西班牙) 73 CANADA(加拿大)
    120 TAIWAN(中国台湾) 62 JAPAN(日本)
    117 ENGLAND(英国) 58 MALAYSIA(马来西亚)
    下载: 导出CSV

    表  3  国际混合学习研究发文较为集中的机构

    频次 机构 频次 机构
    14 Shanghai Jiao Tong Univ(上海交通大学,中国大陆) 9 Univ Alcante(阿利坎特大学,西班牙)
    13 Nanyang Technol Univ(南洋理工大学,新加坡) 8 Univ Salamanca (萨拉曼卡大学,西班牙)
    11 Univ Granada (格拉纳达大学,西班牙) 8 Chaoyang Univ Technol (朝阳科技大学,中国台湾)
    11 City Univ Hong Kong (香港城市大学,中国香港) 7 Univ Sao Paulo(圣保罗大学,巴西)
    11 Univ Teknol Malaysia(马来西亚技术大学,马来西亚) 7 Univ Alberta(阿尔伯塔大学,加拿大)
    下载: 导出CSV
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