题名：基于“风格-内容-行为”的三维学习风格倾向诊断模型设计及其适应性学习应用
Title: Design of the Three-Dimensional Learning Style Tendency Diagnosis Model Based on "Style-Content-Behavior" and Its Application in Adaptive Learning
作者：王琦; 余胜泉; 万海鹏
Authors: Wang Qi; Yu Shengquan; Wan Haipeng
关键词：学习风格;学习行为;自适应诊断;在线学习;适应性学习
Keywords: Learning style; Learning behavior; Adaptive diagnosis; Online learning; Adaptive learning
摘要：学习风格影响学习者对内容及其组织结构的偏好，进而影响学习效果。另外，在线学习情境持续变化、操作内容对象多样，而学习风格在不同的情境下呈现波动状态，故进行学习风格倾向的适应性诊断并提供与之匹配的服务至关重要。基于此，文章综合考虑在线学习典型内容对象类型、学习行为及其对学习风格的影响，设计了基于“风格-内容-行为”的三维学习风格倾向诊断模型。之后，文章提出了基于学习行为的学习风格倾向适应性诊断方法，设计了适应性学习系统。在此基础上，文章选取“高校留学生发展汉语”和“小学科学光合作用”两个场景，通过行为分析和满意度分析，进行了诊断模型的适应性学习应用效果分析，结果表明：适应性学习系统对学习风格倾向诊断的准确率较高，且学生大多对学习情境适应性和学习风格适应性持满意态度，由此验证了诊断模型的适应性学习效果较佳。文章的研究实现了学习风格倾向的动态适应性诊断，有利于提升在线学习效果，并为适应性学习实践提供指导。
Abstract: Learning styles influence learners' preferences for content and its organizational structure, and further affect learning outcomes. In addition, the context of online learning keeps changing and the operational content objects are diverse. Moreover, learning styles fluctuate in different contexts. Therefore, it is crucial to conduct adaptive diagnosis of learning style tendencies and provide corresponding matching services. Based on this, the article comprehensively considers the typical types of content objects in online learning, learning behaviors and their impacts on learning styles, and designs a three-dimensional learning style tendency diagnosis model based on "Style-Content-Behavior". Subsequently, the article puts forward an adaptive diagnosis method for learning style tendencies based on learning behaviors and designs an adaptive learning system. On this basis, the article selects two scenarios, namely "the development of Chinese for overseas students in colleges and universities" and "photosynthesis in primary school science", and conducts an analysis on the application effect of the diagnosis model in adaptive learning through behavior analysis and satisfaction analysis. The results show that the adaptive learning system has a relatively high accuracy rate in diagnosing learning style tendencies, and most students are satisfied with the adaptability of the learning context and learning styles, thus verifying that the adaptive learning effect of the diagnosis model is good. The research in this article realizes the dynamic adaptive diagnosis of learning style tendencies, which is beneficial to improving the effect of online learning and provides guidance for the practice of adaptive learning.