導語：學習者走出(chu)學習資源(yuan)迷航的探討(tao)一(yi)文來源(yuan)于網友上傳，不代(dai)表本(ben)站觀(guan)點，若需要原(yuan)創文章可咨詢客服(fu)老師，歡迎(ying)參考。

摘要：以MOOCs為代表的在線課程為學習者提供了多模態海量的學習資源，但學習者在選擇資源時也經常面臨信息過載、資源內容與學習需求不匹配等問題，造成學習資源迷航的困(kun)境(jing)。如(ru)何高效(xiao)精(jing)準(zhun)地(di)向(xiang)學(xue)(xue)習(xi)者(zhe)(zhe)推(tui)(tui)薦(jian)合(he)適(shi)的學(xue)(xue)習(xi)資(zi)源(yuan)(yuan)與(yu)(yu)自(zi)適(shi)應(ying)的學(xue)(xue)習(xi)路徑(jing)，已(yi)成(cheng)為當(dang)前教(jiao)(jiao)育(yu)信息化(hua)(hua)亟待解(jie)決(jue)的問(wen)題(ti)。基(ji)于(yu)學(xue)(xue)習(xi)者(zhe)(zhe)畫(hua)像的個(ge)(ge)性(xing)(xing)(xing)(xing)化(hua)(hua)學(xue)(xue)習(xi)資(zi)源(yuan)(yuan)推(tui)(tui)薦(jian)模(mo)型(xing)，從(cong)個(ge)(ge)性(xing)(xing)(xing)(xing)化(hua)(hua)資(zi)源(yuan)(yuan)推(tui)(tui)薦(jian)的現實(shi)需求(qiu)出發，以現代教(jiao)(jiao)育(yu)理論和數字技術為支撐，探(tan)究個(ge)(ge)性(xing)(xing)(xing)(xing)化(hua)(hua)學(xue)(xue)習(xi)資(zi)源(yuan)(yuan)推(tui)(tui)薦(jian)過(guo)程(cheng)中(zhong)，學(xue)(xue)習(xi)者(zhe)(zhe)的狀態與(yu)(yu)學(xue)(xue)習(xi)需求(qiu)等(deng)(deng)個(ge)(ge)性(xing)(xing)(xing)(xing)化(hua)(hua)特征(zheng)診斷、學(xue)(xue)習(xi)資(zi)源(yuan)(yuan)自(zi)身(shen)屬性(xing)(xing)(xing)(xing)特征(zheng)參數挖掘(jue)與(yu)(yu)表征(zheng)、學(xue)(xue)習(xi)資(zi)源(yuan)(yuan)與(yu)(yu)學(xue)(xue)習(xi)需求(qiu)精(jing)準(zhun)匹配等(deng)(deng)問(wen)題(ti)，旨在(zai)向(xiang)學(xue)(xue)習(xi)個(ge)(ge)體(ti)和學(xue)(xue)習(xi)群體(ti)推(tui)(tui)薦(jian)個(ge)(ge)性(xing)(xing)(xing)(xing)化(hua)(hua)學(xue)(xue)習(xi)資(zi)源(yuan)(yuan)。將基(ji)于(yu)學(xue)(xue)習(xi)者(zhe)(zhe)畫(hua)像的個(ge)(ge)性(xing)(xing)(xing)(xing)化(hua)(hua)學(xue)(xue)習(xi)資(zi)源(yuan)(yuan)推(tui)(tui)薦(jian)模(mo)型(xing)應(ying)用(yong)于(yu)教(jiao)(jiao)學(xue)(xue)實(shi)踐，結果(guo)表明，與(yu)(yu)基(ji)于(yu)協同過(guo)濾推(tui)(tui)薦(jian)、DINA認知(zhi)診斷推(tui)(tui)薦(jian)相(xiang)比(bi)，該學(xue)(xue)習(xi)資(zi)源(yuan)(yuan)推(tui)(tui)薦(jian)模(mo)型(xing)具有更高的精(jing)準(zhun)度(du)和更優的可(ke)解(jie)釋性(xing)(xing)(xing)(xing)，能夠為不(bu)同學(xue)(xue)習(xi)需求(qiu)的學(xue)(xue)習(xi)者(zhe)(zhe)推(tui)(tui)薦(jian)適(shi)切的學(xue)(xue)習(xi)資(zi)源(yuan)(yuan)；同時(shi)該模(mo)型(xing)也(ye)在(zai)一定程(cheng)度(du)上緩解(jie)了(le)冷(leng)啟(qi)動與(yu)(yu)數據稀疏(shu)性(xing)(xing)(xing)(xing)等(deng)(deng)問(wen)題(ti)。

關(guan)鍵詞：在(zai)線開放課程；學習者畫像；學習資源；深度(du)學習；推薦模型；數字化

一、研究背景

隨(sui)(sui)著教育(yu)(yu)信(xin)(xin)息(xi)(xi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)進程(cheng)的(de)(de)不斷推進，國(guo)家不斷從頂層(ceng)(ceng)架(jia)構層(ceng)(ceng)面出(chu)臺系(xi)列政策文件，支持個(ge)(ge)(ge)性(xing)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)自(zi)適(shi)(shi)性(xing)服務(wu)，如(ru)《教育(yu)(yu)信(xin)(xin)息(xi)(xi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)十年(nian)發展(zhan)規劃（2011—2020年(nian)）》提(ti)出(chu)“努力為每一名學(xue)(xue)(xue)(xue)(xue)生和(he)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者提(ti)供個(ge)(ge)(ge)性(xing)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)、終身學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)的(de)(de)信(xin)(xin)息(xi)(xi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)環境(jing)和(he)服務(wu)”；[1]《教育(yu)(yu)信(xin)(xin)息(xi)(xi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)2.0行(xing)動(dong)計(ji)劃》提(ti)出(chu)要“探(tan)索在(zai)信(xin)(xin)息(xi)(xi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)條(tiao)件下實現(xian)(xian)(xian)差異化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)教學(xue)(xue)(xue)(xue)(xue)、個(ge)(ge)(ge)性(xing)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)、精細化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)管理、智能(neng)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)服務(wu)的(de)(de)典型途徑”；[2]《中國(guo)教育(yu)(yu)現(xian)(xian)(xian)代化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)2035》提(ti)出(chu)要“利用現(xian)(xian)(xian)代化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)技術(shu)加快(kuai)推動(dong)人(ren)才培養模式改革，實現(xian)(xian)(xian)規模化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)教育(yu)(yu)與(yu)(yu)個(ge)(ge)(ge)性(xing)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)培養的(de)(de)有機結合”。[3]提(ti)供個(ge)(ge)(ge)性(xing)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)教育(yu)(yu)服務(wu)是我國(guo)現(xian)(xian)(xian)階段教育(yu)(yu)現(xian)(xian)(xian)代化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)重要任務(wu)之一。近年(nian)來，隨(sui)(sui)著新(xin)一代信(xin)(xin)息(xi)(xi)技術(shu)與(yu)(yu)教育(yu)(yu)行(xing)業(ye)的(de)(de)深度融(rong)合發展(zhan)，以慕課(ke)為代表(biao)的(de)(de)在(zai)線開放(fang)課(ke)程(cheng)為學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者提(ti)供了海量的(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)。然而，學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者在(zai)海量學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)中也常(chang)常(chang)面臨信(xin)(xin)息(xi)(xi)過載、資(zi)源(yuan)(yuan)內容與(yu)(yu)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)需求不匹配等問題，造成資(zi)源(yuan)(yuan)迷航的(de)(de)困(kun)境(jing)。因此，如(ru)何高效精準地向(xiang)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者推薦合適(shi)(shi)的(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)與(yu)(yu)自(zi)適(shi)(shi)應(ying)的(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)路徑，已成為當前教育(yu)(yu)信(xin)(xin)息(xi)(xi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)亟待(dai)解(jie)決的(de)(de)問題。本研(yan)究以教育(yu)(yu)大(da)數據、數據挖掘等技術(shu)為支撐，從學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者基本信(xin)(xin)息(xi)(xi)、知識掌握情(qing)況(kuang)(kuang)、學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)行(xing)為等維度，構建(jian)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者畫像(xiang)并對其知識掌握情(qing)況(kuang)(kuang)進行(xing)診斷，同時結合學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者的(de)(de)個(ge)(ge)(ge)性(xing)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)特征和(he)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)行(xing)為特點向(xiang)其推薦適(shi)(shi)切的(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)，促進其學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)效率(lv)和(he)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)成效雙提(ti)升。

二、個性化學習資源推薦研究現狀

（一）概念界定

“個(ge)(ge)(ge)性(xing)(xing)化(hua)(hua)(hua)(hua)推(tui)(tui)(tui)薦(jian)(jian)(jian)”概念最早由Resnick和(he)Varian提出(chu)(chu)，認(ren)(ren)為(wei)個(ge)(ge)(ge)性(xing)(xing)化(hua)(hua)(hua)(hua)推(tui)(tui)(tui)薦(jian)(jian)(jian)是(shi)(shi)根據用(yong)(yong)戶的(de)(de)(de)個(ge)(ge)(ge)性(xing)(xing)化(hua)(hua)(hua)(hua)需求，利用(yong)(yong)計(ji)算(suan)機系(xi)統向(xiang)其(qi)推(tui)(tui)(tui)薦(jian)(jian)(jian)相(xiang)關信(xin)息(xi)。[4]姜強等(deng)認(ren)(ren)為(wei)個(ge)(ge)(ge)性(xing)(xing)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)推(tui)(tui)(tui)薦(jian)(jian)(jian)是(shi)(shi)基于對(dui)(dui)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)認(ren)(ren)知(zhi)風格(ge)等(deng)個(ge)(ge)(ge)性(xing)(xing)化(hua)(hua)(hua)(hua)特(te)征和(he)知(zhi)識(shi)掌握(wo)情況等(deng)綜合分析后，將學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)進(jin)(jin)(jin)行(xing)(xing)(xing)重組排序，從(cong)(cong)而使學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)更適(shi)(shi)合學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)的(de)(de)(de)認(ren)(ren)知(zhi)能力與(yu)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)風格(ge)，幫助(zhu)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)進(jin)(jin)(jin)行(xing)(xing)(xing)知(zhi)識(shi)構(gou)建。[5]趙(zhao)晉(jin)認(ren)(ren)為(wei)個(ge)(ge)(ge)性(xing)(xing)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)推(tui)(tui)(tui)薦(jian)(jian)(jian)是(shi)(shi)在明(ming)確學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)需求和(he)偏(pian)好的(de)(de)(de)前提下，根據用(yong)(yong)戶對(dui)(dui)資(zi)(zi)(zi)源(yuan)(yuan)的(de)(de)(de)評價信(xin)息(xi)，對(dui)(dui)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)進(jin)(jin)(jin)行(xing)(xing)(xing)多(duo)維度優先(xian)級排序，再向(xiang)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)進(jin)(jin)(jin)行(xing)(xing)(xing)推(tui)(tui)(tui)薦(jian)(jian)(jian)。[6]趙(zhao)蔚等(deng)認(ren)(ren)為(wei)個(ge)(ge)(ge)性(xing)(xing)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)推(tui)(tui)(tui)薦(jian)(jian)(jian)是(shi)(shi)根據學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)特(te)性(xing)(xing)、需求向(xiang)其(qi)呈現適(shi)(shi)切的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)與(yu)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)路徑，從(cong)(cong)而促進(jin)(jin)(jin)其(qi)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)目標達成。[7]盡管國內(nei)(nei)外學(xue)(xue)(xue)(xue)(xue)(xue)者(zhe)(zhe)(zhe)對(dui)(dui)個(ge)(ge)(ge)性(xing)(xing)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)推(tui)(tui)(tui)薦(jian)(jian)(jian)的(de)(de)(de)內(nei)(nei)涵進(jin)(jin)(jin)行(xing)(xing)(xing)了多(duo)種描述，但(dan)其(qi)核(he)心要(yao)(yao)(yao)義是(shi)(shi)一致的(de)(de)(de)，即個(ge)(ge)(ge)性(xing)(xing)化(hua)(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)推(tui)(tui)(tui)薦(jian)(jian)(jian)主(zhu)要(yao)(yao)(yao)包(bao)括三個(ge)(ge)(ge)核(he)心內(nei)(nei)容：學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)特(te)征、推(tui)(tui)(tui)薦(jian)(jian)(jian)對(dui)(dui)象(xiang)和(he)推(tui)(tui)(tui)薦(jian)(jian)(jian)算(suan)法(fa)。學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)特(te)征是(shi)(shi)根據學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)的(de)(de)(de)基本(ben)(ben)信(xin)息(xi)、學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)行(xing)(xing)(xing)為(wei)挖掘出(chu)(chu)其(qi)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)風格(ge)、偏(pian)好和(he)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)需求并進(jin)(jin)(jin)行(xing)(xing)(xing)參數化(hua)(hua)(hua)(hua)表示；推(tui)(tui)(tui)薦(jian)(jian)(jian)對(dui)(dui)象(xiang)包(bao)含(han)MOOCs視頻、文本(ben)(ben)等(deng)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)和(he)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)路徑，同時需要(yao)(yao)(yao)將其(qi)進(jin)(jin)(jin)行(xing)(xing)(xing)參數化(hua)(hua)(hua)(hua)表示；推(tui)(tui)(tui)薦(jian)(jian)(jian)算(suan)法(fa)是(shi)(shi)指根據學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)的(de)(de)(de)個(ge)(ge)(ge)性(xing)(xing)化(hua)(hua)(hua)(hua)需求特(te)征和(he)推(tui)(tui)(tui)薦(jian)(jian)(jian)對(dui)(dui)象(xiang)之間的(de)(de)(de)關系(xi)，向(xiang)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)推(tui)(tui)(tui)送適(shi)(shi)切的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)，以提高(gao)其(qi)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)成效(xiao)。因此，推(tui)(tui)(tui)薦(jian)(jian)(jian)算(suan)法(fa)是(shi)(shi)銜接兩者(zhe)(zhe)(zhe)的(de)(de)(de)重要(yao)(yao)(yao)橋梁。

（二）推(tui)薦算(suan)法(fa)及模型構(gou)建

1.推薦算法

常用(yong)(yong)(yong)(yong)個(ge)性(xing)化(hua)(hua)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)算(suan)(suan)法(fa)包括內容推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)、[8]協同(tong)過(guo)(guo)(guo)濾(lv)(lv)(lv)(lv)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)、[9]混(hun)合(he)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)三種，[10]其中協同(tong)過(guo)(guo)(guo)濾(lv)(lv)(lv)(lv)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)算(suan)(suan)法(fa)應用(yong)(yong)(yong)(yong)最為廣泛。協同(tong)過(guo)(guo)(guo)濾(lv)(lv)(lv)(lv)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)算(suan)(suan)法(fa)是(shi)通(tong)過(guo)(guo)(guo)分析(xi)與(yu)(yu)(yu)目(mu)(mu)標(biao)(biao)用(yong)(yong)(yong)(yong)戶(hu)(hu)相(xiang)(xiang)似(si)(si)的(de)(de)(de)(de)用(yong)(yong)(yong)(yong)戶(hu)(hu)進(jin)行(xing)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)，即找到(dao)與(yu)(yu)(yu)目(mu)(mu)標(biao)(biao)用(yong)(yong)(yong)(yong)戶(hu)(hu)相(xiang)(xiang)似(si)(si)的(de)(de)(de)(de)用(yong)(yong)(yong)(yong)戶(hu)(hu)群組，將(jiang)(jiang)相(xiang)(xiang)似(si)(si)用(yong)(yong)(yong)(yong)戶(hu)(hu)偏好的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源、學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)路徑等(deng)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)給目(mu)(mu)標(biao)(biao)用(yong)(yong)(yong)(yong)戶(hu)(hu)。EduRank利用(yong)(yong)(yong)(yong)協同(tong)過(guo)(guo)(guo)濾(lv)(lv)(lv)(lv)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)算(suan)(suan)法(fa)篩選出與(yu)(yu)(yu)目(mu)(mu)標(biao)(biao)學(xue)(xue)(xue)(xue)生(sheng)相(xiang)(xiang)似(si)(si)度最高的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)生(sheng)，然后將(jiang)(jiang)相(xiang)(xiang)似(si)(si)學(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)內容、練習(xi)(xi)(xi)(xi)(xi)(xi)(xi)試題、學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)路徑等(deng)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)給目(mu)(mu)標(biao)(biao)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)。[11]姜強等(deng)將(jiang)(jiang)具有相(xiang)(xiang)同(tong)或相(xiang)(xiang)近(jin)知識結構水平、學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)偏好的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)進(jin)行(xing)分類(lei)(lei)，并(bing)(bing)進(jin)行(xing)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)特征(zheng)(zheng)與(yu)(yu)(yu)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)對(dui)象媒體類(lei)(lei)型、理解等(deng)級(ji)、難度級(ji)別(bie)的(de)(de)(de)(de)匹配(pei)計(ji)算(suan)(suan)，從而(er)生(sheng)成精(jing)準個(ge)性(xing)化(hua)(hua)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)路徑，為差異(yi)化(hua)(hua)教學(xue)(xue)(xue)(xue)提(ti)供了(le)(le)新思路。[12]趙(zhao)寧對(dui)協同(tong)過(guo)(guo)(guo)濾(lv)(lv)(lv)(lv)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)算(suan)(suan)法(fa)進(jin)行(xing)了(le)(le)優化(hua)(hua)，充分利用(yong)(yong)(yong)(yong)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)的(de)(de)(de)(de)用(yong)(yong)(yong)(yong)戶(hu)(hu)屬性(xing)信息，計(ji)算(suan)(suan)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)之間(jian)(jian)的(de)(de)(de)(de)相(xiang)(xiang)似(si)(si)性(xing)并(bing)(bing)形(xing)成最佳的(de)(de)(de)(de)鄰(lin)(lin)居集合(he)，進(jin)而(er)向目(mu)(mu)標(biao)(biao)用(yong)(yong)(yong)(yong)戶(hu)(hu)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)與(yu)(yu)(yu)其興趣愛好相(xiang)(xiang)近(jin)的(de)(de)(de)(de)鄰(lin)(lin)居所評價過(guo)(guo)(guo)的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源。[13]近(jin)年來(lai)，隨著云計(ji)算(suan)(suan)和大(da)數據技(ji)術的(de)(de)(de)(de)發展，基(ji)(ji)于深(shen)度學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)的(de)(de)(de)(de)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)算(suan)(suan)法(fa)逐漸(jian)興起。基(ji)(ji)于深(shen)度學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)的(de)(de)(de)(de)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)算(suan)(suan)法(fa)主要是(shi)通(tong)過(guo)(guo)(guo)對(dui)數據樣本進(jin)行(xing)訓練、提(ti)取(qu)特征(zheng)(zheng)屬性(xing)來(lai)提(ti)升預測或分類(lei)(lei)的(de)(de)(de)(de)準確(que)性(xing)。蘭明祥(xiang)利用(yong)(yong)(yong)(yong)深(shen)度神經網絡(luo)技(ji)術設計(ji)了(le)(le)基(ji)(ji)于相(xiang)(xiang)似(si)(si)度排(pai)序的(de)(de)(de)(de)資(zi)(zi)(zi)(zi)源過(guo)(guo)(guo)濾(lv)(lv)(lv)(lv)算(suan)(suan)法(fa)，從而(er)向學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)進(jin)行(xing)個(ge)性(xing)化(hua)(hua)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)。[14]文孟飛(fei)等(deng)利用(yong)(yong)(yong)(yong)深(shen)度學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)和支持向量機(ji)（SupportVectorMachine，SVM）相(xiang)(xiang)結合(he)的(de)(de)(de)(de)方(fang)式(shi)進(jin)行(xing)視頻(pin)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源的(de)(de)(de)(de)個(ge)性(xing)化(hua)(hua)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)，從而(er)大(da)大(da)提(ti)高了(le)(le)視頻(pin)資(zi)(zi)(zi)(zi)源的(de)(de)(de)(de)獲取(qu)率(lv)和利用(yong)(yong)(yong)(yong)率(lv)。[15]任(ren)蓓蓓等(deng)人通(tong)過(guo)(guo)(guo)深(shen)度學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)挖掘用(yong)(yong)(yong)(yong)戶(hu)(hu)特征(zheng)(zheng)、時間(jian)(jian)關(guan)系(xi)、資(zi)(zi)(zi)(zi)源參(can)數之間(jian)(jian)的(de)(de)(de)(de)關(guan)系(xi)，大(da)大(da)提(ti)高了(le)(le)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)與(yu)(yu)(yu)資(zi)(zi)(zi)(zi)源間(jian)(jian)的(de)(de)(de)(de)匹配(pei)度，從而(er)實現(xian)了(le)(le)數字圖書館(guan)資(zi)(zi)(zi)(zi)源的(de)(de)(de)(de)個(ge)性(xing)化(hua)(hua)推(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)。[16]

2.模型或系(xi)統構(gou)建

目(mu)前個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)主要有(you)基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)協同(tong)(tong)過(guo)濾(lv)算(suan)法(fa)(fa)的(de)(de)(de)(de)(de)(de)(de)(de)(de)傳統模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)、矩(ju)(ju)陣分(fen)(fen)解(jie)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)、邏輯回(hui)歸模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)、特(te)(te)(te)征(zheng)交叉模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)和(he)(he)(he)(he)深度(du)神(shen)經(jing)(jing)網(wang)絡推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)等(deng)(deng)(deng)(deng)。JieLu等(deng)(deng)(deng)(deng)人開發了(le)(le)在(zai)線學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)料個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)系統，通(tong)過(guo)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)歷(li)史瀏覽數(shu)據，挖掘其偏好模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)并(bing)引(yin)(yin)入(ru)內(nei)容過(guo)濾(lv)，優化(hua)了(le)(le)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)效果(guo)(guo)。[17]王曉東等(deng)(deng)(deng)(deng)將學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)的(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)水(shui)平和(he)(he)(he)(he)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)風格等(deng)(deng)(deng)(deng)特(te)(te)(te)征(zheng)融(rong)入(ru)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)過(guo)程(cheng)(cheng)，構建(jian)(jian)了(le)(le)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)和(he)(he)(he)(he)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)相融(rong)合的(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)，其個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)與(yu)(yu)精(jing)(jing)準(zhun)(zhun)度(du)超(chao)過(guo)了(le)(le)傳統的(de)(de)(de)(de)(de)(de)(de)(de)(de)協同(tong)(tong)過(guo)濾(lv)算(suan)法(fa)(fa)。[18]李浩等(deng)(deng)(deng)(deng)針對(dui)移(yi)(yi)動(dong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)時間(jian)碎片化(hua)、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)環境(jing)動(dong)態(tai)(tai)性(xing)(xing)(xing)(xing)(xing)(xing)等(deng)(deng)(deng)(deng)特(te)(te)(te)點(dian)，設計了(le)(le)基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)時空(kong)特(te)(te)(te)征(zheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)移(yi)(yi)動(dong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)，有(you)效解(jie)決(jue)了(le)(le)由(you)于(yu)(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)用(yong)戶數(shu)據量(liang)(liang)過(guo)大(da)(da)而(er)導致的(de)(de)(de)(de)(de)(de)(de)(de)(de)用(yong)戶相似度(du)計算(suan)過(guo)慢(man)的(de)(de)(de)(de)(de)(de)(de)(de)(de)問題(ti)(ti)(ti)，提(ti)高(gao)了(le)(le)移(yi)(yi)動(dong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)情境(jing)下學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)精(jing)(jing)準(zhun)(zhun)度(du)。[19]王奕利用(yong)概(gai)(gai)率矩(ju)(ju)陣分(fen)(fen)解(jie)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)，從用(yong)戶圖書(shu)借(jie)閱歷(li)史記(ji)錄中(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)低(di)維(wei)(wei)的(de)(de)(de)(de)(de)(de)(de)(de)(de)近似矩(ju)(ju)陣，從而(er)實(shi)現(xian)個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)的(de)(de)(de)(de)(de)(de)(de)(de)(de)圖書(shu)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)。[20]常(chang)詩(shi)卉在(zai)內(nei)容推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)和(he)(he)(he)(he)協同(tong)(tong)過(guo)濾(lv)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)策略的(de)(de)(de)(de)(de)(de)(de)(de)(de)基(ji)(ji)礎上(shang)，融(rong)合邏輯回(hui)歸精(jing)(jing)排序模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)，并(bing)添(tian)加(jia)交叉特(te)(te)(te)征(zheng)，以此提(ti)升(sheng)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)結果(guo)(guo)的(de)(de)(de)(de)(de)(de)(de)(de)(de)個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)程(cheng)(cheng)度(du)。[21]字云飛等(deng)(deng)(deng)(deng)提(ti)出(chu)了(le)(le)一(yi)種基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)多(duo)用(yong)戶—項目(mu)結合的(de)(de)(de)(de)(de)(de)(de)(de)(de)深度(du)神(shen)經(jing)(jing)網(wang)絡個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)，該(gai)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)利用(yong)深度(du)神(shen)經(jing)(jing)網(wang)絡學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)、抽取數(shu)據特(te)(te)(te)征(zheng)，再融(rong)合協同(tong)(tong)過(guo)濾(lv)中(zhong)(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)廣泛(fan)個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)產(chan)生候選集，然后(hou)通(tong)過(guo)二(er)次(ci)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)產(chan)生排序集，實(shi)現(xian)精(jing)(jing)準(zhun)(zhun)、實(shi)時、個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)。[22]近年來，基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)認(ren)(ren)知(zhi)(zhi)(zhi)(zhi)診(zhen)(zhen)(zhen)(zhen)斷(duan)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)（CognitiveDiagnosisModlels，CDMs）的(de)(de)(de)(de)(de)(de)(de)(de)(de)個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)備受關(guan)注(zhu)(zhu)。認(ren)(ren)知(zhi)(zhi)(zhi)(zhi)診(zhen)(zhen)(zhen)(zhen)斷(duan)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)是(shi)基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)項目(mu)反(fan)(fan)應理論（ItemResponseTheory，IRT）框架并(bing)融(rong)入(ru)認(ren)(ren)知(zhi)(zhi)(zhi)(zhi)變量(liang)(liang)，對(dui)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)的(de)(de)(de)(de)(de)(de)(de)(de)(de)認(ren)(ren)知(zhi)(zhi)(zhi)(zhi)過(guo)程(cheng)(cheng)、知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)加(jia)工技能(neng)(neng)或知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)結構等(deng)(deng)(deng)(deng)方(fang)面進行診(zhen)(zhen)(zhen)(zhen)斷(duan)與(yu)(yu)評價。當前常(chang)用(yong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)認(ren)(ren)知(zhi)(zhi)(zhi)(zhi)診(zhen)(zhen)(zhen)(zhen)斷(duan)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)主要有(you)規則(ze)空(kong)間(jian)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)（RulesSpaceModel）、決(jue)定(ding)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)輸入(ru)、噪聲與(yu)(yu)門模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)（DeterministicInputs，NoisyandGateModel，DINA）、融(rong)合模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)（FusionModel，FM）、多(duo)維(wei)(wei)項目(mu)反(fan)(fan)應理論模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)（MultidimentionalItemResponseTheory，MIRT）等(deng)(deng)(deng)(deng)。[23]其中(zhong)(zhong)，DINA模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)最為(wei)經(jing)(jing)典，應用(yong)也最為(wei)廣泛(fan)。DINA模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)利用(yong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)的(de)(de)(de)(de)(de)(de)(de)(de)(de)答題(ti)(ti)(ti)歷(li)史記(ji)錄，引(yin)(yin)入(ru)試題(ti)(ti)(ti)—知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)關(guan)聯矩(ju)(ju)陣（QuestionKnowledgematrix，簡稱Q矩(ju)(ju)陣），將學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生的(de)(de)(de)(de)(de)(de)(de)(de)(de)認(ren)(ren)知(zhi)(zhi)(zhi)(zhi)狀(zhuang)態(tai)(tai)建(jian)(jian)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)為(wei)一(yi)個(ge)(ge)(ge)多(duo)維(wei)(wei)的(de)(de)(de)(de)(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)掌(zhang)握(wo)向量(liang)(liang)，建(jian)(jian)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)得到的(de)(de)(de)(de)(de)(de)(de)(de)(de)認(ren)(ren)知(zhi)(zhi)(zhi)(zhi)狀(zhuang)態(tai)(tai)具有(you)極高(gao)的(de)(de)(de)(de)(de)(de)(de)(de)(de)可(ke)解(jie)釋性(xing)(xing)(xing)(xing)(xing)(xing)。趙宇丹提(ti)出(chu)基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)DINA模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)師(shi)認(ren)(ren)知(zhi)(zhi)(zhi)(zhi)診(zhen)(zhen)(zhen)(zhen)斷(duan)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)，通(tong)過(guo)引(yin)(yin)入(ru)潛變量(liang)(liang)和(he)(he)(he)(he)滑動(dong)矩(ju)(ju)陣，使DINA模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)能(neng)(neng)夠(gou)(gou)實(shi)現(xian)多(duo)級(ji)評分(fen)(fen)，從而(er)為(wei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)提(ti)供個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)。[24]李全等(deng)(deng)(deng)(deng)基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)掌(zhang)握(wo)信息(xi)，利用(yong)DINA認(ren)(ren)知(zhi)(zhi)(zhi)(zhi)診(zhen)(zhen)(zhen)(zhen)斷(duan)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)對(dui)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生、試題(ti)(ti)(ti)和(he)(he)(he)(he)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)三者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)信息(xi)進行聯合概(gai)(gai)率矩(ju)(ju)陣分(fen)(fen)解(jie)，最后(hou)根(gen)據難度(du)范圍進行試題(ti)(ti)(ti)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)。[25]另外，基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)圖模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)(de)個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)是(shi)近期業界和(he)(he)(he)(he)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)界的(de)(de)(de)(de)(de)(de)(de)(de)(de)研究熱點(dian)。[26][27]綜上(shang)，基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)協同(tong)(tong)過(guo)濾(lv)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)算(suan)法(fa)(fa)的(de)(de)(de)(de)(de)(de)(de)(de)(de)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)能(neng)(neng)夠(gou)(gou)有(you)效降低(di)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)構建(jian)(jian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)復雜性(xing)(xing)(xing)(xing)(xing)(xing)，但(dan)存在(zai)忽略學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)個(ge)(ge)(ge)體(ti)的(de)(de)(de)(de)(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)掌(zhang)握(wo)情況和(he)(he)(he)(he)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)之間(jian)存在(zai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)關(guan)系，且存在(zai)矩(ju)(ju)陣稀(xi)疏(shu)和(he)(he)(he)(he)冷啟動(dong)等(deng)(deng)(deng)(deng)問題(ti)(ti)(ti)。基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)深度(du)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)能(neng)(neng)夠(gou)(gou)有(you)效降低(di)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)過(guo)程(cheng)(cheng)中(zhong)(zhong)對(dui)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)(de)依(yi)賴性(xing)(xing)(xing)(xing)(xing)(xing)，但(dan)存在(zai)對(dui)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)結果(guo)(guo)的(de)(de)(de)(de)(de)(de)(de)(de)(de)解(jie)釋性(xing)(xing)(xing)(xing)(xing)(xing)不(bu)強等(deng)(deng)(deng)(deng)問題(ti)(ti)(ti)。基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)DINA認(ren)(ren)知(zhi)(zhi)(zhi)(zhi)診(zhen)(zhen)(zhen)(zhen)斷(duan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)能(neng)(neng)夠(gou)(gou)以多(duo)維(wei)(wei)向量(liang)(liang)準(zhun)(zhun)確(que)反(fan)(fan)映學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)的(de)(de)(de)(de)(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)掌(zhang)握(wo)情況，具有(you)較好的(de)(de)(de)(de)(de)(de)(de)(de)(de)可(ke)解(jie)釋性(xing)(xing)(xing)(xing)(xing)(xing)，但(dan)由(you)于(yu)(yu)(yu)(yu)(yu)只關(guan)注(zhu)(zhu)個(ge)(ge)(ge)體(ti)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)狀(zhuang)態(tai)(tai)診(zhen)(zhen)(zhen)(zhen)斷(duan)，忽視(shi)相似學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)的(de)(de)(de)(de)(de)(de)(de)(de)(de)共性(xing)(xing)(xing)(xing)(xing)(xing)特(te)(te)(te)征(zheng)，對(dui)數(shu)據隱(yin)含的(de)(de)(de)(de)(de)(de)(de)(de)(de)信息(xi)挖掘不(bu)夠(gou)(gou)等(deng)(deng)(deng)(deng)，容易造成建(jian)(jian)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)過(guo)大(da)(da)和(he)(he)(he)(he)誤差(cha)偏大(da)(da)等(deng)(deng)(deng)(deng)問題(ti)(ti)(ti)。為(wei)克(ke)服上(shang)述不(bu)足(zu)，借(jie)鑒協同(tong)(tong)過(guo)濾(lv)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)算(suan)法(fa)(fa)和(he)(he)(he)(he)DINA認(ren)(ren)知(zhi)(zhi)(zhi)(zhi)診(zhen)(zhen)(zhen)(zhen)斷(duan)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)，本研究構建(jian)(jian)了(le)(le)基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)畫像的(de)(de)(de)(de)(de)(de)(de)(de)(de)個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)，該(gai)模(mo)(mo)(mo)(mo)(mo)(mo)(mo)(mo)型(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)(xing)基(ji)(ji)于(yu)(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)畫像動(dong)態(tai)(tai)獲取學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)需求(qiu)，根(gen)據學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)個(ge)(ge)(ge)性(xing)(xing)(xing)(xing)(xing)(xing)化(hua)參(can)數(shu)、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)參(can)數(shu)等(deng)(deng)(deng)(deng)信息(xi)匹配，計算(suan)出(chu)適合學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)當前學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)需求(qiu)和(he)(he)(he)(he)偏好的(de)(de)(de)(de)(de)(de)(de)(de)(de)資(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)送給學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)(zhe)，大(da)(da)大(da)(da)提(ti)高(gao)了(le)(le)推(tui)(tui)(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)結果(guo)(guo)的(de)(de)(de)(de)(de)(de)(de)(de)(de)準(zhun)(zhun)確(que)性(xing)(xing)(xing)(xing)(xing)(xing)與(yu)(yu)可(ke)解(jie)釋性(xing)(xing)(xing)(xing)(xing)(xing)。

三、基于學習者畫像的個性化學習資源推薦模型構建

在(zai)學(xue)(xue)習(xi)(xi)(xi)(xi)者(zhe)(zhe)畫(hua)像(xiang)個(ge)(ge)性(xing)化(hua)學(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)源推薦(jian)模型(xing)中(zhong)，學(xue)(xue)習(xi)(xi)(xi)(xi)者(zhe)(zhe)畫(hua)像(xiang)是個(ge)(ge)性(xing)化(hua)推薦(jian)模型(xing)的(de)(de)(de)基礎，通過畫(hua)像(xiang)診(zhen)斷出學(xue)(xue)習(xi)(xi)(xi)(xi)者(zhe)(zhe)的(de)(de)(de)認知水平和(he)未掌握的(de)(de)(de)知識(shi)點；通過畫(hua)像(xiang)挖掘提(ti)取出學(xue)(xue)習(xi)(xi)(xi)(xi)者(zhe)(zhe)學(xue)(xue)習(xi)(xi)(xi)(xi)風格與(yu)偏好(hao)(hao)。學(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)源匹(pi)配(pei)計(ji)算(suan)模塊是個(ge)(ge)性(xing)學(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)源推薦(jian)模型(xing)的(de)(de)(de)核心(xin)，通過多個(ge)(ge)參數（未掌握的(de)(de)(de)知識(shi)點、“知識(shi)點—學(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)源”關系、學(xue)(xue)習(xi)(xi)(xi)(xi)風格與(yu)偏好(hao)(hao)等）精準匹(pi)配(pei)，計(ji)算(suan)并篩選出適(shi)合(he)學(xue)(xue)習(xi)(xi)(xi)(xi)者(zhe)(zhe)當前認知水平與(yu)學(xue)(xue)習(xi)(xi)(xi)(xi)偏好(hao)(hao)的(de)(de)(de)各類學(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)源。學(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)源推薦(jian)模塊根據相應的(de)(de)(de)策略(lve)向學(xue)(xue)習(xi)(xi)(xi)(xi)者(zhe)(zhe)個(ge)(ge)體(ti)、學(xue)(xue)習(xi)(xi)(xi)(xi)群體(ti)推薦(jian)適(shi)切的(de)(de)(de)學(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)源（見圖1）。

一）學(xue)習者畫像構建

學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)概念源(yuan)于商業(ye)領(ling)(ling)域的(de)(de)(de)(de)(de)“用(yong)(yong)(yong)(yong)戶(hu)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)”。用(yong)(yong)(yong)(yong)戶(hu)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)最初由庫(ku)珀（AlanCooper）提(ti)出(chu)，是對(dui)(dui)(dui)(dui)用(yong)(yong)(yong)(yong)戶(hu)的(de)(de)(de)(de)(de)基(ji)本(ben)(ben)屬性(xing)(xing)、偏好特(te)征、行(xing)(xing)為特(te)點等(deng)(deng)用(yong)(yong)(yong)(yong)戶(hu)數(shu)(shu)(shu)據(ju)進(jin)(jin)(jin)(jin)行(xing)(xing)語義(yi)化(hua)的(de)(de)(de)(de)(de)標(biao)簽(qian)(qian)表示(shi)，其對(dui)(dui)(dui)(dui)用(yong)(yong)(yong)(yong)戶(hu)全(quan)貌進(jin)(jin)(jin)(jin)行(xing)(xing)刻畫(hua)(hua)(hua)(hua)(hua)、細化(hua)用(yong)(yong)(yong)(yong)戶(hu)特(te)征，能夠為企業(ye)實現(xian)精(jing)準(zhun)(zhun)(zhun)化(hua)服(fu)(fu)務提(ti)供管理決(jue)策參考。[28]用(yong)(yong)(yong)(yong)戶(hu)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)技(ji)術(shu)(shu)最初在(zai)醫療、商業(ye)等(deng)(deng)領(ling)(ling)域有著(zhu)廣(guang)泛的(de)(de)(de)(de)(de)應用(yong)(yong)(yong)(yong)，改(gai)進(jin)(jin)(jin)(jin)了產品服(fu)(fu)務質量與提(ti)升(sheng)用(yong)(yong)(yong)(yong)戶(hu)體驗。近(jin)年來，隨(sui)著(zhu)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)分析、人工智能等(deng)(deng)技(ji)術(shu)(shu)在(zai)教(jiao)育(yu)領(ling)(ling)域的(de)(de)(de)(de)(de)深(shen)度(du)(du)應用(yong)(yong)(yong)(yong)，用(yong)(yong)(yong)(yong)戶(hu)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)概念與技(ji)術(shu)(shu)也(ye)被引入教(jiao)育(yu)領(ling)(ling)域。學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)的(de)(de)(de)(de)(de)本(ben)(ben)質在(zai)于收集學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)基(ji)本(ben)(ben)屬性(xing)(xing)數(shu)(shu)(shu)據(ju)、學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)過(guo)(guo)程全(quan)樣本(ben)(ben)數(shu)(shu)(shu)據(ju)，并對(dui)(dui)(dui)(dui)這些數(shu)(shu)(shu)據(ju)進(jin)(jin)(jin)(jin)行(xing)(xing)處理分析，從而生成數(shu)(shu)(shu)字化(hua)標(biao)簽(qian)(qian)和(he)知(zhi)識體系。學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)構(gou)建(jian)(jian)流程通常包(bao)含(han)明(ming)確畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)目(mu)標(biao)、數(shu)(shu)(shu)據(ju)采集與處理、構(gou)建(jian)(jian)標(biao)簽(qian)(qian)體系、生成學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)庫(ku)、畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)服(fu)(fu)務輸出(chu)五個階段(duan)（見圖(tu)2）。當(dang)然，針對(dui)(dui)(dui)(dui)不同(tong)(tong)的(de)(de)(de)(de)(de)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)目(mu)標(biao)，畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)建(jian)(jian)模的(de)(de)(de)(de)(de)維度(du)(du)也(ye)不盡相(xiang)同(tong)(tong)。本(ben)(ben)研(yan)究(jiu)構(gou)建(jian)(jian)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)的(de)(de)(de)(de)(de)目(mu)標(biao)是對(dui)(dui)(dui)(dui)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)狀態(tai)進(jin)(jin)(jin)(jin)行(xing)(xing)精(jing)準(zhun)(zhun)(zhun)識別、對(dui)(dui)(dui)(dui)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)的(de)(de)(de)(de)(de)認知(zhi)水平進(jin)(jin)(jin)(jin)行(xing)(xing)精(jing)準(zhun)(zhun)(zhun)診斷，以便后期對(dui)(dui)(dui)(dui)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)進(jin)(jin)(jin)(jin)行(xing)(xing)個性(xing)(xing)化(hua)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)資源(yuan)推(tui)薦。本(ben)(ben)研(yan)究(jiu)主要從學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)基(ji)本(ben)(ben)屬性(xing)(xing)、知(zhi)識掌握情況、學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)行(xing)(xing)為三個維度(du)(du)構(gou)建(jian)(jian)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)，由于本(ben)(ben)研(yan)究(jiu)團隊(dui)在(zai)《基(ji)于學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)的(de)(de)(de)(de)(de)在(zai)線(xian)開(kai)放課程學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)預警(jing)研(yan)究(jiu)》一文中，曾對(dui)(dui)(dui)(dui)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)的(de)(de)(de)(de)(de)構(gou)建(jian)(jian)流程做過(guo)(guo)詳細表述(shu)，[29]因此，這里主要介紹(shao)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)畫(hua)(hua)(hua)(hua)(hua)像(xiang)(xiang)(xiang)(xiang)(xiang)標(biao)簽(qian)(qian)體系的(de)(de)(de)(de)(de)構(gou)建(jian)(jian)流程（見圖(tu)3）。

1.原始數(shu)據采集

全(quan)面持續采集(ji)(ji)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者(zhe)全(quan)樣本(ben)數(shu)據(ju)(ju)(ju)(ju)是學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者(zhe)畫像構建的(de)基礎。原始數(shu)據(ju)(ju)(ju)(ju)采集(ji)(ji)主(zhu)要是采集(ji)(ji)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者(zhe)基本(ben)信(xin)(xin)息、歷史(shi)學(xue)(xue)(xue)業數(shu)據(ju)(ju)(ju)(ju)、學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)過(guo)程(cheng)(cheng)數(shu)據(ju)(ju)(ju)(ju)和學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)結果數(shu)據(ju)(ju)(ju)(ju)等(deng)(deng)(deng)(deng)。考慮到線(xian)(xian)下(xia)實(shi)體課(ke)堂中(zhong)(zhong)師(shi)生教學(xue)(xue)(xue)互動(dong)等(deng)(deng)(deng)(deng)行(xing)(xing)(xing)為數(shu)據(ju)(ju)(ju)(ju)的(de)采集(ji)(ji)存在諸多條件限制，本(ben)研究(jiu)(jiu)暫且僅對線(xian)(xian)上課(ke)堂數(shu)據(ju)(ju)(ju)(ju)進(jin)(jin)行(xing)(xing)(xing)全(quan)面采集(ji)(ji)。其中(zhong)(zhong)，基本(ben)信(xin)(xin)息數(shu)據(ju)(ju)(ju)(ju)包(bao)括(kuo)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者(zhe)的(de)人口屬性(xing)、部分學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)風(feng)格(ge)等(deng)(deng)(deng)(deng)數(shu)據(ju)(ju)(ju)(ju)，主(zhu)要通過(guo)在線(xian)(xian)開放課(ke)程(cheng)(cheng)用戶注冊、調查(cha)問卷等(deng)(deng)(deng)(deng)進(jin)(jin)行(xing)(xing)(xing)采集(ji)(ji)；歷史(shi)學(xue)(xue)(xue)業數(shu)據(ju)(ju)(ju)(ju)主(zhu)要通過(guo)學(xue)(xue)(xue)校(xiao)學(xue)(xue)(xue)業綜合成績管(guan)理信(xin)(xin)息系(xi)統(tong)進(jin)(jin)行(xing)(xing)(xing)采集(ji)(ji)；學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)過(guo)程(cheng)(cheng)數(shu)據(ju)(ju)(ju)(ju)包(bao)括(kuo)在線(xian)(xian)開放課(ke)程(cheng)(cheng)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)過(guo)程(cheng)(cheng)中(zhong)(zhong)教與(yu)學(xue)(xue)(xue)行(xing)(xing)(xing)為數(shu)據(ju)(ju)(ju)(ju)、教學(xue)(xue)(xue)管(guan)理數(shu)據(ju)(ju)(ju)(ju)等(deng)(deng)(deng)(deng)，即師(shi)生或生生互動(dong)數(shu)據(ju)(ju)(ju)(ju)、論壇交流、探(tan)究(jiu)(jiu)過(guo)程(cheng)(cheng)等(deng)(deng)(deng)(deng)數(shu)據(ju)(ju)(ju)(ju)；學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)結果數(shu)據(ju)(ju)(ju)(ju)包(bao)括(kuo)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者(zhe)在線(xian)(xian)做(zuo)練習(xi)(xi)(xi)(xi)、在線(xian)(xian)即時(shi)測(ce)評(ping)和期末終結性(xing)考核評(ping)價等(deng)(deng)(deng)(deng)數(shu)據(ju)(ju)(ju)(ju)。

2.事(shi)實(shi)標簽處理

事實(shi)標(biao)簽(qian)處(chu)理是對原(yuan)始數(shu)據(ju)進行(xing)統計(ji)分析。這里的(de)(de)事實(shi)標(biao)簽(qian)主要指(zhi)靜態事實(shi)標(biao)簽(qian)，包括(kuo)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者基本信息(xi)、學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)風(feng)格(ge)類型(xing)(xing)等，具有穩(wen)定性(xing)。比如，學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)風(feng)格(ge)反映學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者如何感(gan)知(zhi)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)環境并做出交互行(xing)為(wei)(wei)，可(ke)以使用Felder-Silverman量表從信息(xi)感(gan)知(zhi)（感(gan)悟型(xing)(xing)、直覺(jue)型(xing)(xing)）、信息(xi)輸入（視覺(jue)型(xing)(xing)、言(yan)語(yu)型(xing)(xing)）、信息(xi)加(jia)工（活躍型(xing)(xing)、沉思型(xing)(xing)）和內容理解(jie)（序列型(xing)(xing)、綜(zong)合型(xing)(xing)）四個(ge)方(fang)面(mian)對學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者的(de)(de)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)風(feng)格(ge)進行(xing)量化與(yu)(yu)統計(ji)，[30]也可(ke)以通過對學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者查閱(yue)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資源(yuan)(yuan)類型(xing)(xing)、學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)時(shi)長(chang)、瀏(liu)覽資源(yuan)(yuan)次數(shu)、論壇發帖或回帖數(shu)量、做練習(xi)(xi)(xi)(xi)(xi)次數(shu)與(yu)(yu)時(shi)長(chang)、測評成績(ji)與(yu)(yu)時(shi)長(chang)等方(fang)面(mian)的(de)(de)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)行(xing)為(wei)(wei)數(shu)據(ju)進行(xing)統計(ji)分析。

3.模型標簽處理

模型標簽處(chu)理是(shi)(shi)在靜態事實標簽處(chu)理的基礎上進(jin)行(xing)建(jian)模分析。可(ke)以(yi)從學(xue)(xue)(xue)習者的課(ke)堂(tang)出勤、互(hu)動、資源利用、探究過程等(deng)方面(mian)，對(dui)(dui)學(xue)(xue)(xue)習者的學(xue)(xue)(xue)習投(tou)入度、參(can)與度進(jin)行(xing)標簽化處(chu)理；可(ke)以(yi)從學(xue)(xue)(xue)習行(xing)為軌(gui)跡、課(ke)堂(tang)互(hu)動、作業按時完(wan)成等(deng)方面(mian)，對(dui)(dui)學(xue)(xue)(xue)習者的學(xue)(xue)(xue)習拖(tuo)延與輟課(ke)風險進(jin)行(xing)標簽化處(chu)理；可(ke)以(yi)通過練(lian)習效果與完(wan)成時間、即時測(ce)評(ping)成績等(deng)方面(mian)，對(dui)(dui)學(xue)(xue)(xue)習者知識掌握情(qing)況進(jin)行(xing)標簽化處(chu)理。值得(de)注(zhu)意的是(shi)(shi)，人口屬性(xing)、學(xue)(xue)(xue)習偏好(hao)等(deng)標簽指標基本保持穩定，不需要做過多的處(chu)理。

4.預測標簽處理

預(yu)測(ce)標簽處理是從模型標簽庫中根據(ju)具(ju)體(ti)需要(yao)抽(chou)取某(mou)些(xie)標簽對(dui)(dui)學(xue)(xue)習(xi)者某(mou)一方面情況進(jin)(jin)行預(yu)測(ce)，如抽(chou)取學(xue)(xue)習(xi)投(tou)入度(du)(du)、參與(yu)度(du)(du)、學(xue)(xue)習(xi)滿(man)意(yi)度(du)(du)等模型標簽并進(jin)(jin)行分析，可(ke)以對(dui)(dui)學(xue)(xue)習(xi)者的輟(chuo)課(ke)情況進(jin)(jin)行預(yu)測(ce)；抽(chou)取知識(shi)點掌握風險(xian)評(ping)估、學(xue)(xue)習(xi)滿(man)意(yi)度(du)(du)、學(xue)(xue)習(xi)偏好等標簽分析，可(ke)以預(yu)測(ce)學(xue)(xue)習(xi)者的掌握情況和學(xue)(xue)習(xi)新(xin)需求；抽(chou)取學(xue)(xue)習(xi)行為風險(xian)評(ping)估、學(xue)(xue)習(xi)投(tou)入度(du)(du)等標簽可(ke)以預(yu)測(ce)學(xue)(xue)習(xi)者的學(xue)(xue)習(xi)拖延概率；抽(chou)取學(xue)(xue)習(xi)投(tou)入度(du)(du)、參與(yu)度(du)(du)、學(xue)(xue)習(xi)偏好等標簽對(dui)(dui)學(xue)(xue)習(xi)者進(jin)(jin)行群體(ti)聚類分析，可(ke)以預(yu)測(ce)不(bu)同學(xue)(xue)習(xi)群體(ti)的學(xue)(xue)習(xi)新(xin)需求等。通過(guo)上(shang)述標簽體(ti)系構建流程，本研究最終根據(ju)畫(hua)像目標構建出學(xue)(xue)習(xi)群體(ti)畫(hua)像和學(xue)(xue)習(xi)個(ge)體(ti)畫(hua)像。

（二）基于學習者(zhe)畫像(xiang)確定未掌握的知識點

學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)畫(hua)像中全程記(ji)錄(lu)了(le)學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)的(de)學(xue)習(xi)(xi)(xi)過(guo)程和(he)(he)學(xue)習(xi)(xi)(xi)結果(guo)，特別是對(dui)(dui)(dui)學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)做練(lian)習(xi)(xi)(xi)、測評(ping)、資(zi)源(yuan)(yuan)學(xue)習(xi)(xi)(xi)、探究互動等學(xue)習(xi)(xi)(xi)行為(wei)和(he)(he)學(xue)習(xi)(xi)(xi)結果(guo)做了(le)詳細記(ji)錄(lu)并進行了(le)深度剖析。通過(guo)抽取學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)參與(yu)度、投入度、知(zhi)識(shi)(shi)掌握(wo)(wo)等標(biao)簽(qian)生成(cheng)(cheng)畫(hua)像，挖(wa)掘學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)做練(lian)習(xi)(xi)(xi)、即時測驗(yan)和(he)(he)終結性測驗(yan)等數據，診斷出學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)知(zhi)識(shi)(shi)點(dian)(dian)的(de)掌握(wo)(wo)水(shui)平。學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)對(dui)(dui)(dui)某個知(zhi)識(shi)(shi)點(dian)(dian)的(de)掌握(wo)(wo)水(shui)平可以(yi)分(fen)(fen)為(wei)基(ji)本認(ren)知(zhi)（L1）、夯實(shi)基(ji)礎（L2）和(he)(he)拓展應用(yong)(yong)（L3）三個級別。其中總分(fen)(fen)設定為(wei)1，基(ji)本認(ren)知(zhi)水(shui)平表示學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)對(dui)(dui)(dui)該知(zhi)識(shi)(shi)點(dian)(dian)有(you)了(le)基(ji)本的(de)理解，其評(ping)分(fen)(fen)為(wei)（0-0.6）之(zhi)間；夯實(shi)基(ji)礎水(shui)平表示學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)對(dui)(dui)(dui)該知(zhi)識(shi)(shi)點(dian)(dian)有(you)了(le)較(jiao)好的(de)掌握(wo)(wo)，其評(ping)分(fen)(fen)為(wei)[0.6-0.8）之(zhi)間；拓展應用(yong)(yong)水(shui)平表示學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)已經很好地掌握(wo)(wo)了(le)該知(zhi)識(shi)(shi)點(dian)(dian)，并且可以(yi)將知(zhi)識(shi)(shi)進行遷移(yi)應用(yong)(yong)，其評(ping)分(fen)(fen)為(wei)[0.8-1）之(zhi)間。根據學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)對(dui)(dui)(dui)某個知(zhi)識(shi)(shi)點(dian)(dian)掌握(wo)(wo)水(shui)平（L1、L2、L3），下游推薦(jian)學(xue)習(xi)(xi)(xi)資(zi)源(yuan)(yuan)時對(dui)(dui)(dui)應匹(pi)配資(zi)源(yuan)(yuan)的(de)內容類(lei)型（R1：概念理解，R2：知(zhi)識(shi)(shi)鞏固，R3：綜合應用(yong)(yong)）。通過(guo)學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)畫(hua)像可以(yi)將學(xue)習(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)未掌握(wo)(wo)的(de)所有(you)知(zhi)識(shi)(shi)點(dian)(dian)篩選出來(lai)，形成(cheng)(cheng)待學(xue)習(xi)(xi)(xi)知(zhi)識(shi)(shi)點(dian)(dian)列表。

（三(san)）學習(xi)資源(yuan)匹配計算(suan)

在(zai)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)與(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)需(xu)求匹(pi)配計(ji)算(suan)前，首(shou)(shou)先(xian)需(xu)要構(gou)(gou)建(jian)課(ke)程(cheng)(cheng)知(zhi)識(shi)(shi)體(ti)系，然后(hou)標(biao)(biao)注“知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)—學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)”間(jian)的(de)(de)(de)關(guan)(guan)(guan)聯(lian)關(guan)(guan)(guan)系。知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)是課(ke)程(cheng)(cheng)知(zhi)識(shi)(shi)體(ti)系中(zhong)(zhong)最基本(ben)的(de)(de)(de)單元(yuan)，也(ye)是教與(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)過(guo)程(cheng)(cheng)中(zhong)(zhong)傳遞教學(xue)(xue)(xue)(xue)(xue)信息的(de)(de)(de)最小單元(yuan)。每(mei)個(ge)(ge)知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)都(dou)有相關(guan)(guan)(guan)屬性(xing)，且(qie)知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)之間(jian)也(ye)存在(zai)一定的(de)(de)(de)關(guan)(guan)(guan)聯(lian)。以(yi)(yi)數(shu)據(ju)(ju)結(jie)(jie)構(gou)(gou)課(ke)程(cheng)(cheng)為(wei)(wei)例(li)，該(gai)課(ke)程(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)內(nei)容邏輯性(xing)較(jiao)強，且(qie)偏重實踐應用(yong)，同時(shi)還需(xu)面向(xiang)社會人群提供學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)服務，所以(yi)(yi)首(shou)(shou)先(xian)應確定數(shu)據(ju)(ju)結(jie)(jie)構(gou)(gou)課(ke)程(cheng)(cheng)知(zhi)識(shi)(shi)構(gou)(gou)建(jian)的(de)(de)(de)目標(biao)(biao)和知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)范圍，并對知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)進(jin)行分(fen)類(lei)(lei)；然后(hou)根(gen)據(ju)(ju)知(zhi)識(shi)(shi)管理(li)理(li)論和數(shu)學(xue)(xue)(xue)(xue)(xue)領(ling)域知(zhi)識(shi)(shi)層次結(jie)(jie)構(gou)(gou)思想(xiang)，采(cai)用(yong)自上向(xiang)下的(de)(de)(de)設計(ji)方(fang)法，在(zai)課(ke)程(cheng)(cheng)開(kai)發專家指導下反(fan)復論證構(gou)(gou)建(jian)出(chu)樹狀層級結(jie)(jie)構(gou)(gou)課(ke)程(cheng)(cheng)知(zhi)識(shi)(shi)體(ti)系。通常(chang)情(qing)況下，知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)與(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)之間(jian)是一對多(duo)的(de)(de)(de)關(guan)(guan)(guan)系。由于數(shu)據(ju)(ju)結(jie)(jie)構(gou)(gou)課(ke)程(cheng)(cheng)知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)以(yi)(yi)及學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)比較(jiao)豐富(fu)且(qie)類(lei)(lei)型多(duo)樣，本(ben)研究采(cai)用(yong)人工(gong)標(biao)(biao)注+機器學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)標(biao)(biao)注相結(jie)(jie)合的(de)(de)(de)方(fang)式，對知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)與(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)之間(jian)的(de)(de)(de)關(guan)(guan)(guan)系進(jin)行標(biao)(biao)注。同時(shi)，學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)本(ben)身(shen)也(ye)包含了難度(du)水平、關(guan)(guan)(guan)聯(lian)程(cheng)(cheng)度(du)（與(yu)(yu)(yu)(yu)知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)關(guan)(guan)(guan)聯(lian)度(du)、與(yu)(yu)(yu)(yu)其他學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)關(guan)(guan)(guan)聯(lian)程(cheng)(cheng)度(du)）、媒介類(lei)(lei)型（文本(ben)、圖片、音(yin)視頻(pin)）和內(nei)容類(lei)(lei)型（概念理(li)解、知(zhi)識(shi)(shi)鞏固、綜合應用(yong)）等信息。通過(guo)標(biao)(biao)注，在(zai)知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)與(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)兩(liang)者之間(jian)建(jian)立基于語義的(de)(de)(de)深層映(ying)射(she)關(guan)(guan)(guan)系，為(wei)(wei)后(hou)續(xu)根(gen)據(ju)(ju)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者某個(ge)(ge)知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)的(de)(de)(de)掌握程(cheng)(cheng)度(du)進(jin)行個(ge)(ge)性(xing)化學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)推薦(jian)做好(hao)鋪墊。將學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者的(de)(de)(de)知(zhi)識(shi)(shi)掌握水平、學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)風格、知(zhi)識(shi)(shi)點(dian)(dian)(dian)(dian)—學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)關(guan)(guan)(guan)聯(lian)關(guan)(guan)(guan)系三個(ge)(ge)變量因(yin)素輸入到學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)匹(pi)配計(ji)算(suan)模塊中(zhong)(zhong)，與(yu)(yu)(yu)(yu)課(ke)程(cheng)(cheng)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)池中(zhong)(zhong)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)進(jin)行匹(pi)配計(ji)算(suan)，進(jin)而將篩選出(chu)來的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)推薦(jian)給學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者。

（四）個性化(hua)學習資源推薦

1.學習個體個性化學習資源推薦

具體(ti)推(tui)(tui)薦流程(cheng)如(ru)(ru)下(xia)：步(bu)驟(zou)一是(shi)診斷個體(ti)知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)掌(zhang)(zhang)握(wo)(wo)水(shui)平(ping)，確定(ding)未掌(zhang)(zhang)握(wo)(wo)知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)。基(ji)(ji)(ji)于(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)畫(hua)像從(cong)(cong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)做(zuo)練習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)、即時測評(ping)(ping)、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)行(xing)為(wei)(wei)軌跡等(deng)數據(ju)中(zhong)(zhong)精確診斷出(chu)(chu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)對(dui)(dui)知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)的(de)(de)(de)掌(zhang)(zhang)握(wo)(wo)水(shui)平(ping)，明(ming)確每個知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)的(de)(de)(de)綜(zong)(zong)合(he)(he)(he)評(ping)(ping)分（0-1之間(jian)，每個知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)總分設為(wei)(wei)1，綜(zong)(zong)合(he)(he)(he)評(ping)(ping)分越接近1表(biao)(biao)示該知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)掌(zhang)(zhang)握(wo)(wo)越好(hao)）；然后根(gen)據(ju)知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)類型及(ji)難(nan)易(yi)程(cheng)度，設定(ding)知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)達(da)標(biao)閾(yu)值，當學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)某(mou)知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)綜(zong)(zong)合(he)(he)(he)評(ping)(ping)分小于(yu)該閾(yu)值時，則(ze)認為(wei)(wei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)未掌(zhang)(zhang)握(wo)(wo)該知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)，應(ying)將(jiang)(jiang)其(qi)加入(ru)(ru)(ru)待(dai)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)列(lie)(lie)表(biao)(biao)中(zhong)(zhong)（如(ru)(ru)K1、K2、K3……）。步(bu)驟(zou)二是(shi)基(ji)(ji)(ji)于(yu)畫(hua)像從(cong)(cong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)信(xin)息(xi)感知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)、信(xin)息(xi)輸(shu)入(ru)(ru)(ru)、信(xin)息(xi)加工和(he)(he)內(nei)容理解等(deng)方面，綜(zong)(zong)合(he)(he)(he)挖掘提(ti)取(qu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)風(feng)(feng)格與(yu)(yu)偏好(hao)。步(bu)驟(zou)三是(shi)需(xu)要(yao)將(jiang)(jiang)步(bu)驟(zou)一和(he)(he)步(bu)驟(zou)二的(de)(de)(de)結(jie)果(guo)和(he)(he)“知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)—學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)關系”作為(wei)(wei)三個參數輸(shu)入(ru)(ru)(ru)到學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)匹(pi)配(pei)模塊(kuai)中(zhong)(zhong)，與(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)池(chi)中(zhong)(zhong)的(de)(de)(de)資(zi)(zi)源(yuan)(yuan)(yuan)進(jin)行(xing)匹(pi)配(pei)計(ji)算。具體(ti)計(ji)算過程(cheng)如(ru)(ru)下(xia)：首先(xian)，根(gen)據(ju)待(dai)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)與(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)之間(jian)的(de)(de)(de)關聯程(cheng)度，從(cong)(cong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)池(chi)中(zhong)(zhong)篩(shai)(shai)選(xuan)出(chu)(chu)各(ge)類學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)料S1。其(qi)次，根(gen)據(ju)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)對(dui)(dui)知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)的(de)(de)(de)掌(zhang)(zhang)握(wo)(wo)水(shui)平(ping)（L1：基(ji)(ji)(ji)本認知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)，L2：夯實(shi)基(ji)(ji)(ji)礎，L3：拓展應(ying)用），從(cong)(cong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)S1中(zhong)(zhong)篩(shai)(shai)選(xuan)出(chu)(chu)同水(shui)平(ping)層次的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)S2，如(ru)(ru)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)的(de)(de)(de)掌(zhang)(zhang)握(wo)(wo)水(shui)平(ping)為(wei)(wei)L2（夯實(shi)基(ji)(ji)(ji)礎級(ji)(ji)別(bie)），則(ze)篩(shai)(shai)選(xuan)出(chu)(chu)S2資(zi)(zi)源(yuan)(yuan)(yuan)的(de)(de)(de)難(nan)度級(ji)(ji)別(bie)為(wei)(wei)R2（知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)鞏固級(ji)(ji)別(bie)的(de)(de)(de)各(ge)類學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)）。最后，根(gen)據(ju)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)風(feng)(feng)格與(yu)(yu)偏好(hao)等(deng)信(xin)息(xi)，從(cong)(cong)S2中(zhong)(zhong)篩(shai)(shai)選(xuan)出(chu)(chu)適(shi)合(he)(he)(he)其(qi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)偏好(hao)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)S3，并將(jiang)(jiang)S3加入(ru)(ru)(ru)待(dai)推(tui)(tui)薦學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)列(lie)(lie)表(biao)(biao)中(zhong)(zhong)。按照上述步(bu)驟(zou)將(jiang)(jiang)與(yu)(yu)所(suo)有(you)未掌(zhang)(zhang)握(wo)(wo)知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)關聯度高(gao)且與(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)風(feng)(feng)格相(xiang)近的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)更新到待(dai)推(tui)(tui)薦學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)列(lie)(lie)表(biao)(biao)中(zhong)(zhong)。步(bu)驟(zou)四(si)是(shi)將(jiang)(jiang)待(dai)推(tui)(tui)薦學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)列(lie)(lie)表(biao)(biao)中(zhong)(zhong)的(de)(de)(de)資(zi)(zi)源(yuan)(yuan)(yuan)向學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)推(tui)(tui)薦，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)根(gen)據(ju)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)進(jin)行(xing)補救性學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)后進(jin)行(xing)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)成(cheng)效(xiao)測評(ping)(ping)；學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)平(ping)臺對(dui)(dui)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)過程(cheng)和(he)(he)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)結(jie)果(guo)進(jin)行(xing)記錄，及(ji)時更新畫(hua)像并進(jin)入(ru)(ru)(ru)下(xia)一輪診斷與(yu)(yu)推(tui)(tui)薦。此(ci)外，如(ru)(ru)果(guo)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)對(dui)(dui)某(mou)個知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)考核的(de)(de)(de)綜(zong)(zong)合(he)(he)(he)評(ping)(ping)分高(gao)于(yu)設定(ding)知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)達(da)標(biao)閾(yu)值，則(ze)認為(wei)(wei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)對(dui)(dui)該知(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)識(shi)(shi)點(dian)(dian)(dian)掌(zhang)(zhang)握(wo)(wo)較(jiao)好(hao)，此(ci)時學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)匹(pi)配(pei)計(ji)算模塊(kuai)就會根(gen)據(ju)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)偏好(hao)從(cong)(cong)課程(cheng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)池(chi)中(zhong)(zhong)篩(shai)(shai)選(xuan)出(chu)(chu)難(nan)度級(ji)(ji)別(bie)為(wei)(wei)R3（綜(zong)(zong)合(he)(he)(he)應(ying)用）類型的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)(yuan)(yuan)推(tui)(tui)薦給該學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)。

2.學(xue)習(xi)群體個性(xing)化學(xue)習(xi)資源推薦

在課程學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)初期，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)行(xing)為(wei)數(shu)(shu)據和(he)(he)結果數(shu)(shu)據比(bi)較(jiao)(jiao)少的(de)(de)時(shi)候，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)畫像不能(neng)(neng)(neng)(neng)(neng)夠(gou)全(quan)面(mian)清晰地(di)描述(shu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)全(quan)貌，此時(shi)需要(yao)根(gen)據學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)的(de)(de)課程注冊信(xin)息、調查(cha)問卷信(xin)息以(yi)(yi)及少部分學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)行(xing)為(wei)數(shu)(shu)據來挖掘其(qi)(qi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)偏好，并(bing)根(gen)據學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)偏好將學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)分為(wei)合(he)(he)(he)作學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)型(xing)(xing)、自主探究性(xing)和(he)(he)被(bei)動接受型(xing)(xing)三(san)類群(qun)(qun)體(ti)(ti)(ti)(ti)。合(he)(he)(he)作學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)型(xing)(xing)群(qun)(qun)體(ti)(ti)(ti)(ti)具(ju)有較(jiao)(jiao)強(qiang)的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)能(neng)(neng)(neng)(neng)(neng)力和(he)(he)較(jiao)(jiao)強(qiang)的(de)(de)團(tuan)隊協作能(neng)(neng)(neng)(neng)(neng)力，但其(qi)(qi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)目標(biao)性(xing)較(jiao)(jiao)差，對(dui)教師(shi)引導(dao)(dao)或學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)同(tong)伴引導(dao)(dao)的(de)(de)依賴性(xing)較(jiao)(jiao)高(gao)(gao)，針對(dui)此類學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)群(qun)(qun)體(ti)(ti)(ti)(ti)，可以(yi)(yi)從(cong)(cong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)池中(zhong)(zhong)向(xiang)(xiang)(xiang)其(qi)(qi)推(tui)薦(jian)(jian)(jian)具(ju)有任(ren)務導(dao)(dao)向(xiang)(xiang)(xiang)和(he)(he)明確分工的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)；自主探究型(xing)(xing)群(qun)(qun)體(ti)(ti)(ti)(ti)具(ju)有較(jiao)(jiao)強(qiang)的(de)(de)自學(xue)(xue)(xue)(xue)(xue)(xue)(xue)能(neng)(neng)(neng)(neng)(neng)力和(he)(he)自我管(guan)控能(neng)(neng)(neng)(neng)(neng)力，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)效率(lv)高(gao)(gao)，針對(dui)此類學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)可以(yi)(yi)從(cong)(cong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)池中(zhong)(zhong)向(xiang)(xiang)(xiang)其(qi)(qi)推(tui)薦(jian)(jian)(jian)知識鞏固(gu)型(xing)(xing)、稍(shao)微有點(dian)難(nan)度的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)，并(bing)引導(dao)(dao)其(qi)(qi)在規定時(shi)間內獨立完成(cheng)知識學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)和(he)(he)內化；被(bei)動接受型(xing)(xing)群(qun)(qun)體(ti)(ti)(ti)(ti)自主學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)能(neng)(neng)(neng)(neng)(neng)力差、缺(que)乏學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)動機(ji)與(yu)毅力、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)進(jin)(jin)程易中(zhong)(zhong)斷(duan)，針對(dui)此類群(qun)(qun)體(ti)(ti)(ti)(ti)可以(yi)(yi)向(xiang)(xiang)(xiang)其(qi)(qi)推(tui)薦(jian)(jian)(jian)趣味(wei)性(xing)強(qiang)的(de)(de)慕課視頻(pin)資(zi)源(yuan)(yuan)、游戲(xi)闖關式的(de)(de)練習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)題與(yu)測試題等學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)，這樣(yang)(yang)可以(yi)(yi)“誘導(dao)(dao)”學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)持續學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)，盡可能(neng)(neng)(neng)(neng)(neng)地(di)達成(cheng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)目標(biao)。如果學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)平臺有學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)豐富的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)行(xing)為(wei)和(he)(he)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)結果數(shu)(shu)據，就可以(yi)(yi)根(gen)據學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)知識掌握情況進(jin)(jin)行(xing)群(qun)(qun)組劃分，將知識點(dian)綜(zong)合(he)(he)(he)評分在0.6以(yi)(yi)下的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)劃分為(wei)基本(ben)認(ren)知群(qun)(qun)體(ti)(ti)(ti)(ti)；將在[0.6-0.8）區間的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)劃分為(wei)夯實(shi)基礎群(qun)(qun)體(ti)(ti)(ti)(ti)；將在[0.8-1）區間的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)劃分為(wei)拓展(zhan)(zhan)遷移群(qun)(qun)體(ti)(ti)(ti)(ti)。向(xiang)(xiang)(xiang)基本(ben)認(ren)知群(qun)(qun)體(ti)(ti)(ti)(ti)推(tui)薦(jian)(jian)(jian)趣味(wei)性(xing)強(qiang)、概(gai)念(nian)理解型(xing)(xing)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)；向(xiang)(xiang)(xiang)夯實(shi)基礎群(qun)(qun)體(ti)(ti)(ti)(ti)推(tui)薦(jian)(jian)(jian)具(ju)有一(yi)定探究能(neng)(neng)(neng)(neng)(neng)力、闖關式學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)和(he)(he)活動任(ren)務；向(xiang)(xiang)(xiang)拓展(zhan)(zhan)遷移群(qun)(qun)體(ti)(ti)(ti)(ti)推(tui)薦(jian)(jian)(jian)具(ju)有一(yi)定挑戰難(nan)度、綜(zong)合(he)(he)(he)型(xing)(xing)的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)和(he)(he)活動任(ren)務，這樣(yang)(yang)才能(neng)(neng)(neng)(neng)(neng)促進(jin)(jin)不同(tong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)群(qun)(qun)體(ti)(ti)(ti)(ti)達成(cheng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)目標(biao)。

四、基于學習者畫像的個性化學習資源推薦模型的實踐應用

（一）研究對象

本研(yan)究以國內(nei)某院校數據(ju)(ju)結構課(ke)程(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)為(wei)研(yan)究對(dui)(dui)象。該課(ke)程(cheng)(cheng)是(shi)軟件技術、移動應用開發(fa)等(deng)專(zhuan)業的(de)核心基(ji)(ji)礎課(ke)程(cheng)(cheng)，課(ke)程(cheng)(cheng)目標是(shi)培養學(xue)(xue)(xue)(xue)(xue)生數據(ju)(ju)抽象能力(li)和(he)程(cheng)(cheng)序(xu)設(she)計能力(li)。課(ke)程(cheng)(cheng)開設(she)周(zhou)期(qi)為(wei)1~14周(zhou)，每周(zhou)4學(xue)(xue)(xue)(xue)(xue)時(shi)，總共64學(xue)(xue)(xue)(xue)(xue)時(shi)。課(ke)程(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者為(wei)在校軟件技術專(zhuan)業的(de)127名(ming)大(da)二學(xue)(xue)(xue)(xue)(xue)生，這些學(xue)(xue)(xue)(xue)(xue)生在大(da)一(yi)(yi)時(shi)已提(ti)前學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)了部分專(zhuan)業基(ji)(ji)礎課(ke)程(cheng)(cheng)，能夠適(shi)應在線開放課(ke)程(cheng)(cheng)混合教(jiao)學(xue)(xue)(xue)(xue)(xue)模式且(qie)具備一(yi)(yi)定(ding)的(de)探究學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)能力(li)。數據(ju)(ju)結構課(ke)程(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)內(nei)容偏向邏輯思維訓練和(he)實(shi)踐操作技能培養，學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者在學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)過程(cheng)(cheng)中容易出現一(yi)(yi)些學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)瓶頸，如能及時(shi)給予(yu)教(jiao)學(xue)(xue)(xue)(xue)(xue)干(gan)預和(he)推送(song)(song)適(shi)切(qie)的(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)，則可(ke)以較(jiao)好(hao)地幫助學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者克服學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)障礙達成學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)目標。本研(yan)究基(ji)(ji)于學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者畫像構建了個(ge)性化學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)推薦(jian)(jian)模型(xing)，為(wei)驗證其實(shi)踐效果，將127名(ming)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)者劃分成實(shi)驗組(zu)(zu)、對(dui)(dui)照(zhao)組(zu)(zu)1、對(dui)(dui)照(zhao)組(zu)(zu)2三個(ge)組(zu)(zu)別(bie)，分別(bie)應用本模型(xing)、基(ji)(ji)于協同過濾算法的(de)推薦(jian)(jian)模型(xing)和(he)DINA認知診(zhen)斷(duan)的(de)推薦(jian)(jian)模型(xing)，并向實(shi)驗組(zu)(zu)推送(song)(song)各(ge)(ge)類(lei)(lei)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)數為(wei)891條(tiao)，向對(dui)(dui)照(zhao)組(zu)(zu)1推送(song)(song)各(ge)(ge)類(lei)(lei)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)數968條(tiao)，向對(dui)(dui)照(zhao)組(zu)(zu)2推送(song)(song)各(ge)(ge)類(lei)(lei)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)資(zi)源(yuan)(yuan)(yuan)數924條(tiao)。

（二(er)）選擇模型對比(bi)角度

學(xue)(xue)(xue)(xue)(xue)習(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)有(you)(you)別于商(shang)品推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)、新聞推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)等，商(shang)品推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)、新聞推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)中(zhong)個(ge)(ge)(ge)(ge)(ge)人(ren)興趣(qu)與偏好基本上是(shi)穩(wen)定(ding)的(de)(de)(de)(de)(de)(de)(de)，而學(xue)(xue)(xue)(xue)(xue)習(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)中(zhong)學(xue)(xue)(xue)(xue)(xue)習(xi)者(zhe)(zhe)的(de)(de)(de)(de)(de)(de)(de)需(xu)(xu)求具有(you)(you)動態變(bian)化(hua)(hua)性(xing)，即隨(sui)著學(xue)(xue)(xue)(xue)(xue)習(xi)進程的(de)(de)(de)(de)(de)(de)(de)推(tui)(tui)(tui)(tui)(tui)進，學(xue)(xue)(xue)(xue)(xue)習(xi)者(zhe)(zhe)的(de)(de)(de)(de)(de)(de)(de)認知能力(li)、知識構建水平、學(xue)(xue)(xue)(xue)(xue)習(xi)能力(li)等方面也會發生改變(bian)。為(wei)(wei)驗證基于學(xue)(xue)(xue)(xue)(xue)習(xi)者(zhe)(zhe)畫像的(de)(de)(de)(de)(de)(de)(de)個(ge)(ge)(ge)(ge)(ge)性(xing)化(hua)(hua)學(xue)(xue)(xue)(xue)(xue)習(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)模(mo)型的(de)(de)(de)(de)(de)(de)(de)有(you)(you)效性(xing)和(he)(he)(he)準(zhun)(zhun)(zhun)確(que)(que)(que)(que)度(du)，本研究(jiu)從分(fen)類準(zhun)(zhun)(zhun)確(que)(que)(que)(que)率P（L）和(he)(he)(he)平均(jun)排(pai)(pai)序(xu)(xu)分(fen)RS兩(liang)個(ge)(ge)(ge)(ge)(ge)角度(du)對三類模(mo)型的(de)(de)(de)(de)(de)(de)(de)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)效果(guo)進行實(shi)驗論證。一是(shi)分(fen)類準(zhun)(zhun)(zhun)確(que)(que)(que)(que)率指推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)學(xue)(xue)(xue)(xue)(xue)習(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)正確(que)(que)(que)(que)（被學(xue)(xue)(xue)(xue)(xue)習(xi)者(zhe)(zhe)接(jie)受的(de)(de)(de)(de)(de)(de)(de)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)）的(de)(de)(de)(de)(de)(de)(de)數(shu)目占所有(you)(you)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)總數(shu)的(de)(de)(de)(de)(de)(de)(de)百(bai)分(fen)比，是(shi)衡(heng)量推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)模(mo)型的(de)(de)(de)(de)(de)(de)(de)主要(yao)指標，其計算(suan)(suan)公式(shi)為(wei)(wei)：P（L）=。其中(zhong)，N為(wei)(wei)學(xue)(xue)(xue)(xue)(xue)習(xi)者(zhe)(zhe)人(ren)數(shu)，Ii為(wei)(wei)第i個(ge)(ge)(ge)(ge)(ge)學(xue)(xue)(xue)(xue)(xue)習(xi)者(zhe)(zhe)收到(dao)的(de)(de)(de)(de)(de)(de)(de)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)集(ji)(ji)合(he)，|Ii|為(wei)(wei)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)集(ji)(ji)合(he)Ii中(zhong)的(de)(de)(de)(de)(de)(de)(de)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)個(ge)(ge)(ge)(ge)(ge)數(shu)（如|Ii|=15，表(biao)示(shi)向(xiang)學(xue)(xue)(xue)(xue)(xue)習(xi)者(zhe)(zhe)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)了15個(ge)(ge)(ge)(ge)(ge)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)），Si為(wei)(wei)第i個(ge)(ge)(ge)(ge)(ge)學(xue)(xue)(xue)(xue)(xue)習(xi)者(zhe)(zhe)接(jie)受推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)的(de)(de)(de)(de)(de)(de)(de)個(ge)(ge)(ge)(ge)(ge)數(shu)。比如，如果(guo)多(duo)(duo)個(ge)(ge)(ge)(ge)(ge)模(mo)型推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)的(de)(de)(de)(de)(de)(de)(de)X個(ge)(ge)(ge)(ge)(ge)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)中(zhong)都有(you)(you)Y個(ge)(ge)(ge)(ge)(ge)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)是(shi)用戶所需(xu)(xu)的(de)(de)(de)(de)(de)(de)(de)，則(ze)多(duo)(duo)個(ge)(ge)(ge)(ge)(ge)模(mo)型的(de)(de)(de)(de)(de)(de)(de)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)準(zhun)(zhun)(zhun)確(que)(que)(que)(que)率P（L）均(jun)為(wei)(wei)Y/X。在(zai)每個(ge)(ge)(ge)(ge)(ge)模(mo)型中(zhong)學(xue)(xue)(xue)(xue)(xue)習(xi)者(zhe)(zhe)所需(xu)(xu)的(de)(de)(de)(de)(de)(de)(de)Y個(ge)(ge)(ge)(ge)(ge)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)的(de)(de)(de)(de)(de)(de)(de)排(pai)(pai)序(xu)(xu)并不是(shi)相同的(de)(de)(de)(de)(de)(de)(de)，在(zai)相同的(de)(de)(de)(de)(de)(de)(de)準(zhun)(zhun)(zhun)確(que)(que)(que)(que)率P（L）下，如果(guo)能夠(gou)使Y個(ge)(ge)(ge)(ge)(ge)學(xue)(xue)(xue)(xue)(xue)習(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)排(pai)(pai)名(ming)(ming)靠前，則(ze)這個(ge)(ge)(ge)(ge)(ge)模(mo)型更具有(you)(you)優勢。二是(shi)平均(jun)排(pai)(pai)序(xu)(xu)分(fen)RS指學(xue)(xue)(xue)(xue)(xue)習(xi)者(zhe)(zhe)所需(xu)(xu)的(de)(de)(de)(de)(de)(de)(de)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)，在(zai)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)算(suan)(suan)法(fa)(fa)所生成的(de)(de)(de)(de)(de)(de)(de)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)序(xu)(xu)列(lie)中(zhong)的(de)(de)(de)(de)(de)(de)(de)排(pai)(pai)名(ming)(ming)之(zhi)和(he)(he)(he)與推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)序(xu)(xu)列(lie)中(zhong)所有(you)(you)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)的(de)(de)(de)(de)(de)(de)(de)排(pai)(pai)名(ming)(ming)之(zhi)和(he)(he)(he)的(de)(de)(de)(de)(de)(de)(de)百(bai)分(fen)比，是(shi)衡(heng)量推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)算(suan)(suan)法(fa)(fa)排(pai)(pai)序(xu)(xu)準(zhun)(zhun)(zhun)確(que)(que)(que)(que)度(du)的(de)(de)(de)(de)(de)(de)(de)重(zhong)要(yao)指標，其計算(suan)(suan)公式(shi)為(wei)(wei)：RS=∑j∈YRj/∑i∈XRi)。其中(zhong)，X為(wei)(wei)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)模(mo)型所推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)集(ji)(ji)合(he)，Ri為(wei)(wei)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)i在(zai)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)序(xu)(xu)列(lie)集(ji)(ji)合(he)X中(zhong)的(de)(de)(de)(de)(de)(de)(de)排(pai)(pai)名(ming)(ming)；Y為(wei)(wei)用戶所需(xu)(xu)的(de)(de)(de)(de)(de)(de)(de)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)集(ji)(ji)合(he)，Rj為(wei)(wei)用戶所需(xu)(xu)的(de)(de)(de)(de)(de)(de)(de)推(tui)(tui)(tui)(tui)(tui)薦(jian)(jian)(jian)(jian)(jian)(jian)(jian)(jian)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)(yuan)j在(zai)X中(zhong)的(de)(de)(de)(de)(de)(de)(de)排(pai)(pai)序(xu)(xu)，平均(jun)排(pai)(pai)序(xu)(xu)分(fen)RS越低，該模(mo)型準(zhun)(zhun)(zhun)確(que)(que)(que)(que)度(du)則(ze)越高。

（三）研究結果

一是(shi)分類(lei)(lei)準(zhun)(zhun)(zhun)確(que)率(lv)P（L）對(dui)比(bi)。數(shu)(shu)據(ju)顯(xian)示，隨著(zhu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)薦(jian)(jian)數(shu)(shu)目逐漸(jian)增大，三類(lei)(lei)推(tui)(tui)(tui)薦(jian)(jian)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)的(de)(de)整體(ti)準(zhun)(zhun)(zhun)確(que)率(lv)均會逐漸(jian)降低。DINA認知診(zhen)斷推(tui)(tui)(tui)薦(jian)(jian)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)在訓(xun)練集數(shu)(shu)據(ju)較少時，對(dui)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者的(de)(de)認知診(zhen)斷精度較差，向學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者推(tui)(tui)(tui)薦(jian)(jian)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)的(de)(de)準(zhun)(zhun)(zhun)確(que)率(lv)也較低，但隨著(zhu)數(shu)(shu)據(ju)集的(de)(de)豐富(fu)，其(qi)準(zhun)(zhun)(zhun)確(que)率(lv)高于(yu)基(ji)于(yu)協(xie)同過(guo)(guo)濾算(suan)法(fa)的(de)(de)推(tui)(tui)(tui)薦(jian)(jian)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)，而基(ji)于(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者畫像(xiang)(xiang)的(de)(de)個(ge)性化學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)薦(jian)(jian)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)的(de)(de)準(zhun)(zhun)(zhun)確(que)率(lv)明顯(xian)高于(yu)其(qi)他兩(liang)種模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)。在實(shi)(shi)證研(yan)究(jiu)過(guo)(guo)程中(zhong)，基(ji)于(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者畫像(xiang)(xiang)的(de)(de)個(ge)性化學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)薦(jian)(jian)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)向實(shi)(shi)驗組推(tui)(tui)(tui)送各(ge)類(lei)(lei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)數(shu)(shu)為(wei)(wei)(wei)(wei)891條(tiao)，被(bei)(bei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者采(cai)納條(tiao)465條(tiao)，整體(ti)平(ping)均準(zhun)(zhun)(zhun)確(que)率(lv)P（L）為(wei)(wei)(wei)(wei)52.21%，其(qi)中(zhong)操作演(yan)示型(xing)(xing)(xing)(xing)視(shi)頻資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)和(he)趣(qu)味闖(chuang)關練習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)最受(shou)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)歡迎(ying)，占(zhan)比(bi)分別為(wei)(wei)(wei)(wei)22.6%、31.6%。基(ji)于(yu)協(xie)同過(guo)(guo)濾算(suan)法(fa)的(de)(de)推(tui)(tui)(tui)薦(jian)(jian)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)向對(dui)照組1推(tui)(tui)(tui)送各(ge)類(lei)(lei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)數(shu)(shu)為(wei)(wei)(wei)(wei)968條(tiao)，被(bei)(bei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者采(cai)納294條(tiao)，平(ping)均準(zhun)(zhun)(zhun)確(que)率(lv)P（L）為(wei)(wei)(wei)(wei)30.36%，其(qi)中(zhong)操作演(yan)示型(xing)(xing)(xing)(xing)視(shi)頻資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)和(he)趣(qu)味闖(chuang)關練習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)最受(shou)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)歡迎(ying)，占(zhan)比(bi)分別為(wei)(wei)(wei)(wei)21.4%、30.9%。DINA認知診(zhen)斷推(tui)(tui)(tui)薦(jian)(jian)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)向對(dui)照組2推(tui)(tui)(tui)送各(ge)類(lei)(lei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)數(shu)(shu)為(wei)(wei)(wei)(wei)924條(tiao)，被(bei)(bei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者采(cai)納416條(tiao)，平(ping)均準(zhun)(zhun)(zhun)確(que)率(lv)P（L）為(wei)(wei)(wei)(wei)44.98%，其(qi)中(zhong)操作演(yan)示型(xing)(xing)(xing)(xing)視(shi)頻資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)和(he)趣(qu)味闖(chuang)關練習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)最受(shou)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)歡迎(ying)，占(zhan)比(bi)分別為(wei)(wei)(wei)(wei)24.3%、31.9%（見(jian)圖(tu)(tu)4，表1）。整體(ti)而言(yan)，三類(lei)(lei)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)推(tui)(tui)(tui)薦(jian)(jian)的(de)(de)個(ge)性化學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)中(zhong)，被(bei)(bei)采(cai)納最多是(shi)趣(qu)味闖(chuang)關練習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)和(he)操作演(yan)示型(xing)(xing)(xing)(xing)視(shi)頻資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)，這在一定(ding)程度上也反(fan)映出學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)注重(zhong)自身操作技能(neng)訓(xun)練和(he)形成綜合(he)(he)解(jie)決實(shi)(shi)際問題(ti)能(neng)力。今(jin)后教學(xue)(xue)(xue)(xue)(xue)(xue)(xue)者在教學(xue)(xue)(xue)(xue)(xue)(xue)(xue)設(she)計、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)開發(fa)時應偏重(zhong)開發(fa)實(shi)(shi)踐操作型(xing)(xing)(xing)(xing)、趣(qu)味性強、難易(yi)梯度合(he)(he)理的(de)(de)各(ge)類(lei)(lei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)。二是(shi)平(ping)均排序(xu)分RS對(dui)比(bi)。數(shu)(shu)據(ju)顯(xian)示，隨著(zhu)I值的(de)(de)逐漸(jian)增大，三種推(tui)(tui)(tui)薦(jian)(jian)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)的(de)(de)平(ping)均排序(xu)分也會逐漸(jian)提高，基(ji)于(yu)協(xie)同過(guo)(guo)濾算(suan)法(fa)的(de)(de)推(tui)(tui)(tui)薦(jian)(jian)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)其(qi)RS值比(bi)DINA認知診(zhen)斷模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)推(tui)(tui)(tui)薦(jian)(jian)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)更(geng)大，而基(ji)于(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)者畫像(xiang)(xiang)的(de)(de)個(ge)性化學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)推(tui)(tui)(tui)薦(jian)(jian)模(mo)(mo)(mo)型(xing)(xing)(xing)(xing)的(de)(de)RS值較小（見(jian)圖(tu)(tu)5）。

（四）研究結論

一(yi)是(shi)基(ji)(ji)于學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)畫(hua)像(xiang)的(de)(de)(de)(de)(de)個(ge)性(xing)化(hua)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)推(tui)(tui)(tui)薦(jian)(jian)模(mo)型比基(ji)(ji)于協同(tong)(tong)過濾(lv)算法的(de)(de)(de)(de)(de)推(tui)(tui)(tui)薦(jian)(jian)模(mo)型和(he)(he)DINA認知(zhi)(zhi)診斷推(tui)(tui)(tui)薦(jian)(jian)模(mo)型具有更高(gao)(gao)的(de)(de)(de)(de)(de)準(zhun)(zhun)(zhun)確度(du)（即較高(gao)(gao)的(de)(de)(de)(de)(de)分(fen)類(lei)準(zhun)(zhun)(zhun)確度(du)和(he)(he)較低的(de)(de)(de)(de)(de)排序準(zhun)(zhun)(zhun)確度(du)），既(ji)保(bao)證了(le)推(tui)(tui)(tui)薦(jian)(jian)結(jie)果(guo)的(de)(de)(de)(de)(de)精(jing)(jing)準(zhun)(zhun)(zhun)性(xing)與可解(jie)釋性(xing)，又(you)融合了(le)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)個(ge)性(xing)特點，能(neng)(neng)夠向學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)推(tui)(tui)(tui)薦(jian)(jian)不(bu)同(tong)(tong)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)難度(du)、不(bu)同(tong)(tong)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)類(lei)型的(de)(de)(de)(de)(de)適切學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)。二是(shi)基(ji)(ji)于學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)畫(hua)像(xiang)的(de)(de)(de)(de)(de)個(ge)性(xing)化(hua)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)推(tui)(tui)(tui)薦(jian)(jian)模(mo)型一(yi)定(ding)(ding)程度(du)上緩解(jie)了(le)數(shu)據稀疏(shu)等問題。當學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)的(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)行為數(shu)據較少或剛開始加入課程學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)時(shi)，利用學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)畫(hua)像(xiang)采集學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)歷(li)史學(xue)(xue)(xue)(xue)(xue)業數(shu)據、學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)個(ge)性(xing)特征數(shu)據，挖掘出與其(qi)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)偏好(hao)相(xiang)似(si)的(de)(de)(de)(de)(de)其(qi)他(ta)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)，將其(qi)他(ta)相(xiang)似(si)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)過的(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)和(he)(he)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)路(lu)徑推(tui)(tui)(tui)薦(jian)(jian)給目標(biao)(biao)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)，在(zai)一(yi)定(ding)(ding)程度(du)上緩解(jie)了(le)冷(leng)啟動(dong)與數(shu)據稀疏(shu)等問題當然，盡管基(ji)(ji)于學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)畫(hua)像(xiang)的(de)(de)(de)(de)(de)個(ge)性(xing)化(hua)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)推(tui)(tui)(tui)薦(jian)(jian)模(mo)型能(neng)(neng)夠對學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)個(ge)體(ti)和(he)(he)群體(ti)精(jing)(jing)準(zhun)(zhun)(zhun)推(tui)(tui)(tui)薦(jian)(jian)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)，在(zai)實踐應(ying)用中也取得了(le)較好(hao)的(de)(de)(de)(de)(de)效果(guo)，但(dan)其(qi)在(zai)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)者(zhe)(zhe)(zhe)(zhe)(zhe)畫(hua)像(xiang)及時(shi)動(dong)態(tai)更新(xin)、知(zhi)(zhi)識點與學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)資(zi)(zi)源(yuan)之間語義關(guan)系(xi)標(biao)(biao)注的(de)(de)(de)(de)(de)準(zhun)(zhun)(zhun)確性(xing)等方面還有待進一(yi)步優化(hua)，另外，該推(tui)(tui)(tui)薦(jian)(jian)模(mo)型只對靜態(tai)事實標(biao)(biao)簽進行了(le)處理(li)，并未涉及動(dong)態(tai)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)(xi)路(lu)徑規劃推(tui)(tui)(tui)薦(jian)(jian)等，在(zai)下一(yi)階段的(de)(de)(de)(de)(de)研究中，研究團(tuan)隊(dui)將針(zhen)對這些不(bu)足進行深入研究。

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[1]中(zhong)華人民共和國教育部.教育部關于(yu)印(yin)發《教育信(xin)息化十年(nian)發展規劃（2011—2020年(nian)）》的通知[EB/OL].

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作者(zhe):成(cheng)亞玲 譚愛平(ping) 單位:湖南工業職(zhi)業技術學院