Self-adapting learning

Adaptive learning means that people can be divided into three different types according to the learning content and learning style, which are mechanical learning, teaching learning and adaptive learning. Adaptive learning usually refers to the learning mode that provides the corresponding learning environment, instance or field, through which learners themselves discover and summarize in learning, and ultimately form theories and solve problems by themselves.

First, classification

Self-adaptive learning can be divided into:
(1) Discover learning. The learning materials provided are examples of unclassified or unprocessed empirical data, and the learner's task is to discover concepts or patterns from these cases or data.
(2) Explain learning. The learning material provided is a concept, an example of the concept and the relevant rules, and the learner's task is to construct an explanation first, explaining why the given example satisfies the concept and then summarizes the explanation as a concept.
(3) Examples of secondary schools. That is to learn by investigating examples. Depending on the learning task, there are two situations in this study: one is to provide a series of positive and inverse examples of a concept, and the learner's task is to generate a general description of all the positive examples and exclude all the concepts of the counter-examples by inductive reasoning, and the other is to provide one or several examples with detailed problem solving steps, The learner's task is to examine and understand these examples and learn to solve other similar problems by analogy.
(4) Doing secondary school. That is to learn by solving specific problems. In this learning style, the learning materials provided are a series of questions, and the learners ' task is to use the knowledge they have learned to solve these problems and learn to solve other similar problems.

Second, the production type

People generally describe the production as "condition-action" pairs. Brief description:
Rule 1: If it's a red light, stop and wait.
Rule 2: If it's green, cross the road.
We can think of the human problem-solving knowledge as a series of production rules, once people get these production rules, they can effectively solve the corresponding problems. Special attention should be paid to the understanding of "condition" and "action": The condition can be either a form of stimulation of the outside world or the information stored in short-term memory, in addition to the external action, including the internal operation of the contents of the short-term memory. In the study, the movement mainly refers to the internal psychological operation.
We further divide the conditional part of the production into external conditions and internal conditions, and describe the process of solving the problem: the external information acts on the sensory organs, forms the image, interacts with the production system stored in the human brain, activates the relevant production type through the retrieval and integration of information, achieves the recognition of the condition, and then produces the action. After generating the action, feedback to the production system, further evaluation and correction, and stored in the production system. It can be seen that to solve the problem, people need to build a production system, which is the key to the production of the condition part of the recognition. Therefore, special attention should be paid to the study of the conditional part. (Author: Beijing Normal University Institute of Education)

Third, the information link
"Adaptive Learning" was founded in the 1980s, the birth of the Institute of Psychology of Chinese Academy of Sciences cognitive psychologist Zhu Wenming professor of painstaking efforts, in the education sector to create a precedent for quality education. "Human adaptive learning-the theory and practice of Example learning" (Zhu Wenming Li Yifi Zhudan, published by the central Radio and television University Press in 1998) was financed by the National Science and Technology Publishing fund. In this monograph, Zhu Wenming puts forward the "conditional construction-Optimization theory" of adaptive learning, and systematically expounds the process of information processing for acquiring knowledge and skills through example learning. 2000, "Cognitive Modeling of Adaptive Learning" won the second prize of Natural Science of the Chinese Academy of Sciences, a Nobel laureate, a founder of cognitive science and artificial intelligence, Simon points out that the research "has made an important contribution to cognitive psychology and learning theory" and to the United States, Japan, The former Soviet Union and China Intelligent Computer high-tech delegation and other publications.
In the practical application aspect, Zhu Wenming and so on take the example to lead, takes the problem solution as the method, establishes the production type as the core sample drills the study method, and applies this aspect to the geometry, the algebra, the physics and so on the study. In September 1993, Zhu Wenming and Simon (Chinese name: Sima) compiled the "Junior high School Mathematics example exercise experimental teaching materials" formally published, in some schools in China to carry out teaching experiments. At present, the experiment has gradually expanded to hundreds of schools in 21 provinces and cities.
In order to fully excavate and exert the application value of adaptive learning Theory, the "Simon Education Research Center", which was established under the support of the 205 research group of the Institute of Psychology of Chinese Academy of Sciences, declared the National educational Science "XV" project "the cognitive process of scientific learning and the scientific education supported by high technology", and was approved. This topic is mainly located in two aspects: first, study the cognitive process of students ' scientific learning, and use the research results to develop high-quality learning resources, support and promote teaching reform, and second, study the scientific education method supported by high-tech, give full play to the promotion of modern information technology to subject learning and teaching.
The Adaptive Learning Platform guides students through the next step of learning and activities that are most appropriate for him, and the difficulty of the course is reduced automatically when students encounter difficulties in their studies. Teachers can also use its real-time predictive techniques to monitor each student's knowledge gaps, adjust them instantly, and provide individualized teaching for each student.
Foreign self-adaptive learning technology has been quite mature, and domestic companies in the adaptive technology is still in the embryonic state. Some companies can only provide the wrong notebooks; While some relatively complex logic is applied to individual products, they do not provide a true sense of teaching and therefore are not suitable for learning new knowledge points, especially difficult ones. In addition, students will inevitably have a large number of problems in the learning process, and the current domestic related products in addition to some basic analysis, and there is no good way to explain questions for students.

Self-adapting learning