Kukho isidingo esandayo sokufunda kwabafundi (i-SCL) kumaziko emfundo aphakamileyo, kubandakanya i-dentastry. Nangona kunjalo, i-SCL inemida kwimfundo yamazinyo. Ke ngoko, olu phononongo lujolise ekukhuthazeni ukusetyenziswa kwe-SCL kwi-dentristry ngokusebenzisa itekhnoloji yokufunda umthi wokufunda . Iindlela ezithembisayo zabafundi bamazinyo.
Itotali yabafundi abangama-255 bamazinyo abavela kwiDyunivesithi yaseMalaya bagqibezele isalathiso esiguquliweyo sezinto zokufunda (m-i-ILS). Idatha eqokelelweyo (ebizwa ngokuba yi-datha) isetyenziswa kwisigqibo somthi owongamela ukufundela ukuSebenza ngokuzenzekelayo ukuhambela phambili ngeendlela zokufunda zabafundi kwezona zinto zichanekileyo. Ukuchaneka kwenkqubo yokufunda umatshini esekwe kwisixhobo sokucebisa sivavanywa.
Ukusetyenziswa kwemodeli yomthi wemephu yemephu ezenzekelayo phakathi kwezinto ze-LS (igalelo) kwaye (i-IFift) ivumela uluhlu olubonakalayo lwezicwangciso zokufunda ezifanelekileyo kumfundi ngamnye wokufunda. Isixhobo sokucebisa sibonisa ukuchaneka okugqibeleleyo kunye nokukhumbula ukuchaneka kwemodeli ngokubanzi, ebonisa ukuba ukuthelekisa i-LS kuneemvakalelo ezilungileyo kunye nobunyani.
Isixhobo sokucebisa esekwe kumthi wesigqibo se-ML siqinisekisile amandla ayo okuSebenza ngokuLungileyo kwabafundi abaFundile abafundi abaneendlela ezifanelekileyo zokufunda. Esi sixhobo sibonisa ukhetho olunamandla lokucwangcisa iikhosi ezigqwesileyo zabafundi okanye iimodyuli ezinokuphucula amava okufunda abafundi.
Ukufundisa nokufunda yimisebenzi esisiseko kumaziko emfundo. Xa kuphuhliswa inkqubo yemfundo ekumgangatho ophezulu weqonga, kubalulekile ukuba ujonge kwiimfuno zokufunda zabafundi. Unxibelelwano phakathi kwabafundi kunye nendawo yabo yokufunda inokugqitywa nge-LS yabo. Uphando luphakamisa ukuba i-mismatches-yee-mismatches phakathi kwabafundi kwaye inokuba neziphumo ezibi zokufunda kwabafundi, njengokuthathwa kwengqwalaselo kunye nentshukumisa. Oku kuyangathanga ngokungathanga ngqo kubuchule bokusebenza kwabafundi [1,2].
Yindlela esetyenziswa ngootitshala ukuba anike ulwazi nezakhono kubafundi, kubandakanya ukunceda abafundi ukuba bafunde [3]. Ngokubanzi, ootitshala abalungileyo bacwangcisa ngeendlela zokufundisa okanye oko kungcono bangqinelane nenqanaba labafundi bawo lolwazi, iikhonsepthi abazifundayo, kunye nenqanaba lokufunda labo. Ithiyori, xa i-LS kwaye ihambelana, abafundi baya kuba nakho ukulungisa nokusebenzisa iseti ethile yezakhono zokufunda ngokufanelekileyo. Ngokwesiqhelo, isicwangciso sesifundo siquka iinguqulelo ezininzi phakathi kwezigaba, njengokufundisa ukwenziwa kwezinto ezikhokelayo okanye kwisenzo esikhokelayo sokuzimela. Ngale nto engqondweni, ootitshala abasebenzayo bahlala becwangcisa ukufundisa ngenjongo yokwakha ulwazi kunye nezakhono [4].
Ibango le-SCL likhula kumaziko emfundo aphakamileyo, kubandakanya i-dentastry. Izicwangciso ze-SCL zenzelwe ukuhlangabezana nezidingo zokufunda zabafundi. Oku kunokufezekiswa, umzekelo, ukuba abafundi bathatha inxaxheba ngenzondelelo kwimisebenzi yokufunda kunye nootitshala besebenza njengabaququzeleli kwaye banoxanduva lokubonelela ngengxelo ebalulekileyo. Kuthiwa ukuba ukubonelela ngezixhobo zokufunda kunye nemisebenzi efanelekile kwinqanaba lemfundo yabafundi okanye ukhetho anokuphucula imeko yokufunda yabafundi kunye nokukhuthaza amava amfundo okufunda [5].
Ngokwesiqhelo, inkqubo yokufunda yabafundi yamazinyo iphenjelelwa ziinkqubo ezahlukeneyo zeklinikhi ekufuneka zizenzele kunye nemeko yezonyango apho ziphuhlisa izakhono ezisebenzayo. Injongo yoqeqesho kukwenza ukuba abafundi badibanise ulwazi olusisiseko lwe-dentristry yezakhono zeklinikhi zamazinyo kwaye basebenzise ulwazi olufunyenweyo kwiimeko ezintsha zekliniki [6, 7]. Uphando lokuqala kubudlelwane phakathi kwe-LS kwaye lufumanise ukuba ukulungelelanisa amacebo okuFunda kube nakho kwi-LS ekhethiweyo kuya kunceda ukuphucula inkqubo yemfundo [8]. Ababhali bakwancoma kusetyenziswa iindlela ezahlukeneyo zokufundisa kunye neendlela zokuvavanya ukuziqhelanisa nokufunda kunye neemfuno zabafundi.
Ootitshala baxhamla ekufumaneni ulwazi lwe-LS ukubanceda uyilo, ukuphuhlisa, kunye nokuphumeza imiyalelo eya kuphucula ulwazi olunzulu lolwazi olunzulu kunye nokuqonda umbandela onzulu. Abaphandi baphuhlise izixhobo zokuvavanya ii-LS ezininzi, ezinjengeModeli yokufunda ngamava, i-felder-sliverman yokufunda (i-FSLSM), kunye nemodeli ye-vak ye-vak / 10]. Ngokutsho kolu ncwadi, ezi ndlela zokufunda zezona zisetyenziswa kakhulu kwaye uninzi lweemodeli zokufunda. Kumsebenzi ophando lwangoku, i-FSSSM isetyenziselwa ukuvavanya i-LS phakathi kwabafundi bamazinyo.
I-FSSSM yimodeli esetyenzisiweyo esetyenzisiweyo yokuvavanya ukufunda okuguquguqukayo kubunjineli. Kukho imisebenzi emininzi epapashiweyo kwiiSayensi zeMpilo (kubandakanywa amayeza, ukonga, ikhemisi kunye namazinyo) ezinokufunyanwa kusetyenziswa iimodeli zeFSSSMSM [5, 11, 12]. Isixhobo esisetyenziselwa ukulinganisa ubungakanani bee-LS kwi-FLSM bubizwa ngokuba yi-Inder yeZitayile zokufunda (iLS) [8], ezisebenzayo (ezisebenzayo / zengqondo), igalelo (ebonakalayo). / ngomlomo) kunye nokuqonda (ukulandelelana / kwihlabathi liphela) [14].
Njengoko kubonisiwe kumzobo 1, ubukhulu bomlinganiso we-FSSSM bunophawu olubalaseleyo. Umzekelo, kubungakanani bokuseta, abafundi abanee-LS "ezisebenzayo" zikhetha ukuqhubela phambili ulwazi ngokuthe ngqo kunye nokunxibelelana ngokuthe ngqo ngezixhobo zokufunda, funda ngokwenza, kwaye uthanda ukufunda ngokwamaqela. I "Bonation" i-LS ibhekisela ekufundeni ngokucinga nokukhetha ukusebenza yedwa. I "Ukuqonda" ubukhulu be-ls bunokwahlulwa kuba "yimvakalelo" kunye / okanye "intuition." "Ukuziva" Abafundi "bakhetha ulwazi ngakumbi kwikhonkrithi kunye neenkqubo ezisebenzayo, zinezimali ezibonakalayo ezithelekiswayo zabafundi" be-toutive "abathanda izinto ezingekhoyo kwaye banobuchule bokuyila kwaye banobuchule kwindalo. Ubungakanani be "Igalelo" le-LS iqulathe abafundi "ababonakalayo" kunye "nomlomo". Abantu abanee-LS "ezibonakalayo" zikhetha ukufunda imiboniso ebonakalayo (ezinje ngemizobo, iividiyo, okanye imiboniso "), ngelixa abantu bekufuna ukufunda ngamagama abhalwe ngawo amagama abhaliweyo okanye abhaliweyo. "Ukuqonda" ububanzi be-LS, abafundi banokwahlulwa 'ngokulandelelana "kunye" nelizwe jikelele ". "Abafundi abalandelelanayo bakhetha inkqubo yokucinga yomgca kwaye bafunde inyathelo ngenyathelo, ngelixa abafundi behlabathi bathanda ukuba nenkqubo yokucinga ngokupheleleyo kwaye bahlala beyiqonda ngcono into abayifundayo.
Kutshanje, abaphandi abaninzi sele beqalile ukukhangela iindlela zokufumana idatha eziqhutywa ngokuzenzekelayo, kubandakanya ukuphuculwa kwee-algorithms ezintsha kunye neemodeli ezinokukwenza ukutolikisela inani elikhulu ledatha [15, 16]. Ngokusekwe kwidatha enikezelweyo, egalelekileyo ye-ML (imfundo yoomatshini) iyakwazi ukuvelisa iipateni kunye nee-hypotheses ezichaza iziphumo zexesha elizayo [17]. Ukubeka nje iindlela zokufunda zoomatshini ukuphuhliswa kwedatha kunye ne-algorithms. Emva koko kuvelisa uluhlu oluchazayo okanye oluxela kwangaphambili iziphumo ezisekwe kwiimeko ezifanayo zedatha yokufaka ebonelelweyo. Eyona nto iphambili koomatshini abayekisiweyo be-algorithms kukukwazi ukumisela iziphumo ezifanelekileyo nezinqwenelekayo [17].
Ngokusebenzisa iindlela eziqhutywa yidatha kunye neemodeli zolawulo lomthi, ukufunyanwa ngokuzenzekelayo kwe-LS kunokwenzeka. Izigqibo zichaziwe ukuba zisetyenziswe ngokubanzi kwiinkqubo zoqeqesho kwimimandla eyahlukeneyo, kubandakanya neeSayensi zeMpilo [18, 19]. Kolu phononongo, imodeli yaqeqeshwa ikakhulu ngabaphuhlisi senkqubo yokuchonga i-LS abafundi kwaye bancoma eyona nto ilungileyo kubo.
Injongo yolu phononongo kukuphuhlisa zizicwangciso-qhinga ezisekwe kubafundi 'ls kwaye zisebenzise indlela ye-SCL ngokuphuhlisa isiXhobo seNgcebiso kwimephu. Ukuhamba kwesixhobo seSovietion sisicwangciso sendlela ye-SCL siboniswe kumzobo woku-1. Isixhobo sokucebisa sahlulwe sangamacandelo amabini, kubandakanya indlela yokukhutshwa kwe-LS esebenzisa i-ILS kwaye eyona ifanelekileyo ibonisa abafundi.
Ngokukodwa, iimpawu zeziCentengo zoKhuseleko loLwazi zibandakanya ukusetyenziswa kwetekhnoloji yewebhu kunye nokusetyenziswa komatshini wokufunda umthi womthi. Abaphuhlisi senkqubo baphucula amava omsebenzisi kunye nokuhamba ngokuhamba ngokuziqhelanisa nezixhobo zeselula njengeefowuni kunye neetafile.
Uvavanyo lwenziwe ngamanqanaba amabini kunye nabafundi kwi-faculty ye-dentistry kwiDyunivesithi yaseMalaya abathathe inxaxheba ngokuzithandela. Abathathi-nxaxheba baphendule kwi-intanethi ye-intanethi m-ilungiso ngesiNgesi. Kwinqanaba lokuqala, i-datha yedatha yabafundi abangama-50 yayisetyenziselwa ukuqeqesha umatshini wokufunda umthi we-algorithm. Kwinqanaba lesibini lenkqubo yophuhliso, i-datha yabafundi abangama-255 yayisetyenziselwa ukuphucula ukuchaneka kwesixhobo esiphuhlisiweyo.
Bonke abathathi-nxaxheba bafumana imfutshane kwi-intanethi ekuqaleni kwenqanaba ngalinye, kuxhomekeka kunyaka wokufunda, ngeqela leMicrosoft. Injongo yesifundo yacaciswa kwaye imvume yaziswa ifunyenwe. Bonke abathathi-nxaxheba babonelelwe kwikhonkco lokufikelela kwi-m-ilungiso. Umfundi ngamnye uyalelwa ukuba aphendule zonke izinto ezingama-44 kwikhweshine. Banikwa iveki enye ukuze bagcwalise i-ILS eguqulweyo ngexesha kunye nendawo efanelekileyo kubo ngexesha le-semester ngaphambi kokuqala kwesemester. I-M-i-ILS isekwe kwisixhobo se-ILL YOKUGQIBELA kwaye iguqulwe abafundi bamazinyo. Ifana ne-ILS yentsusa, inezinto ezingama-44 ezisasaziweyo (a, b), nezinto eziyi-11, ezisetyenziselwa ukuvavanya imiba ye-FSSSM nganye.
Ngexesha lokuphuhliswa kwesixhobo, abaphandi bathembisa imephu usebenzisa i-datha yabafundi abangama-50. Ngokwe-FSLM, le nkqubo ibonelela ngesixa sempendulo "A" no "b". Ngobukhulu bomfundi ngamnye, ukuba umfundi ukhetha "njengempendulo, i-LS ihlelwe njengesebenzayo / i-Locaptical / i-over / i" b "njengempendulo / i-zuetiver . / umfundi wehlabathi.
Emva kokucingela umsebenzi phakathi kwemfundo yamazinyo kunye nabaphuhlisi benkqubo, imibuzo yabokhethwa ngokusekwe kwi-Flossm Domain kwaye ityalwe kwimodeli ye-ML yokuqikelela i-LS yomfundi ngamnye ukuze axele i-LL yomfundi ngamnye ukuze axele i-LL yomfundi ngamnye ukuze axele i-LL yomfundi ngamnye ukuze axele i-LL yomfundi ngamnye ukuze axele i-LL yomfundi ngamnye ukuze axele i-LL yomfundi ngamnye ukuze axele i-LL yomfundi ngamnye ukuze axele i-LL yomfundi ngamnye ukuze axele i-LL yomfundi ngamnye. "Inkunkuma ngaphakathi, inkunkuma ngaphandle" yilizwi elithandwayo kwicandelo lokufunda umatshini, kugxininiswa kumgangatho wedatha. Umgangatho wedatha yokufaka ichaza ngokuchanekileyo nangokuchanekileyo kweModeli yokufunda yamatshini. Ngexesha lesigaba sobunjineli bobunjineli, iseti yento entsha yenziwa eyimpendulo "A" kunye "b" esekwe kwi-FASSM. Inani lokuchonga lezikhundla zeziyobisi linikiwe kwiTheyibhile 1.
Bala amanqaku asekwe kwiimpendulo kwaye achonge i-LS yomfundi. Kumfundi ngamnye, uluhlu lwamanqaku lususela kwi-1 kuye kwi-11. Amanqaku ukusuka kwi-1 ukuya kwi-3 abonisa ibhalansi yokhetho lokufunda ngaphakathi, obonisa ukuba abafundi bathanda ukufundisa okusingqongileyo . Olunye umahluko kumda ofanayo kukuba amanqaku asuka kwi-9 kuye kwi-11 abonisa ukhetho oluqinileyo lwesiphelo esinye okanye enye [8].
Ngobukhulu bomntu ngamnye, iziyobisi zahlulwa ngokwamaqela "ezisebenzayo", "zibonisa" kwaye zilungelelene ". Umzekelo, xa umfundi ephendula athi "A" ngaphezulu "kwi-B" kwinqaku elichongiweyo kunye nenqaku lakhe lingaphezulu kwe-5 yento ethile emele ubukhulu be-LS, yeye "esebenzayo" ye-LS domain. . Nangona kunjalo, abafundi babehlelwa njenge "kunqande" xa bekhetha "" B "ngaphezu kwe" Imibuzo "ye-11 (iTheyibhile 1) kwaye ifumene amanqaku angaphezu kwama-5. Okokugqibela, umfundi ukwimeko "yokulingana." Ukuba amanqaku awadluli kumanqaku ama-5, ke le "nkqubo" ls. Inkqubo yokwahlulahlula-hlula yaphinda yaphinda yaqalwa kweminye imilinganiselo ye-LS, esuka imbono (esebenzayo / i-Igalelo), igalelo (ebonakalayo / i-Intanethi), kwaye ilandelelana / i-Global).
Iimodeli zomthi womthi unokusebenzisa iinkalo ezahlukeneyo zezinto kunye nemithetho yesigqibo kumanqanaba ahlukeneyo kwinkqubo yokuqhekeka. Ithathwa njengento ethandwayo kunye nesixhobo sokuqikelelwa. Inokumelwa ukusebenzisa indawo yomthi njengentyatyambo [20], apho kukho iindawo zangaphakathi ezimele iimvavanyo ze-STOTBI, kunye nesebe ngalinye elimele iziphumo zovavanyo, kunye nendawo nganye enamagqabi) eneeleyibhile zeklasi.
Inkqubo esekwe kumgaqo elula yenziwa ukuba isebenzise ngokuzenzekelayo kwaye ichaze i-LS yomfundi ngamnye esekwe kwiimpendulo zabo. Ukuseka umthetho kuthatha uhlobo lwengxelo, apho "iphi i-trigger kwaye" ikhankanya isenzo ekufuneka senziwe, size senze i-Y "(Liu et al., 2014). Ukuba idatha ebekiweyo imiboniso ulungelelwaniso kunye nemodeli yomthi yomthi oqeqeshiweyo kwaye ihlolwe, le ndlela inokuba yindlela esebenzayo yokusebenza inkqubo yokuthelekisa i-LS kwaye injalo.
Kwinqanaba lesibini lophuhliso, i-datha yanda yaya kwi-255 yokuphucula ukuchaneka kwesixhobo sengcebiso. Iseti yedatha yahlulwa kwi-1: 4 umyinge. I-25% (64) yeseti yedatha isetyenziselwa ukuseta uvavanyo, kwaye ama-75% aseleyo asetyenziswa njengoqeqesho (umzobo 2). Idatha yedatha kufuneka yahlulwe ukunqanda imodeli ukuba iqeqeshiwe kwaye ivavanywe kwidatha enye, enokubangela ukuba imodeli ikhumbule kunokufunda. Imodeli iqeqeshiwe kuqeqesho kwaye ihlole intsebenzo yayo kwidatha yovavanyo Imodeli ayikaze ibone ngaphambili.
Nje ukuba isixhobo siphuhliswa, isicelo siya kuba nakho ukwenzelahlulahlulahlula i-LS ngokusekwe kwiimpendulo zabafundi bamazinyo ngewebhu. Inkqubo yeNkqubo yeNkqubo yoLwazi lweNkqubo yoLwazi lweNkqubo yeWebhu yakhiwa kusetyenziswa ulwimi lwe-python kusetyenziswa inkqubo ye-DJYHO njenge-backend. Itheyibhile 2 idwelisa amathala eencwadi asetyenziswa kuphuhliso lwale nkqubo.
I-datha ye-dataset yondliwe kwimodeli yomthi womthi ukubala kwaye ikhuphe iimpendulo zabafundi ukuba zihlule ngokuzenzekelayo imilinganiselo ye-LS yomfundi.
I-Matrix ye-darix isetyenziselwa ukuvavanya ukuchaneka komthi womthi wokufunda i-algorithm kwiseti yedatha enikiweyo. Kwangelo xesha, ivavanya ukusebenza kwemodeli yokwahlulahlulahlulahlulahlulahlulahlulahlulahlulahlulahlulahlulahlulahlula. Ishwankathela imeko yemodeli kwaye ithelekise iilebheli zedatha. Iziphumo zovavanyo zisekwe kwiinqobo ezine ezahlukeneyo: Inyaniso yokwenyani (i-TP) -imodeli echanileyo (i-FP) - ilebheli eyinyani leyo ibingalunganga, i-TN) - Imodeli ichaza kwangaphambili iklasi engalunganga, kunye ne-Fon) - imodeli icacisa iklasi engalunganga, kodwa ilebhile yokwenyani iyodwa.
La maxabiso asetyenziselwa ukubala ii-Medics ezahlukeneyo zomsebenzi we-Scikiit-Read Reculation kwiPython, okungachanekanga, ukuchaneka, ukukhumbula, kunye ne-F1 amanqaku. Nantsi imizekelo:
Ukhumbula (okanye ubuntununtunu) amanyathelo emodeli yokuhlela ngokuchanekileyo i-LS yomfundi emva kokuphendula iphepha lemibuzo le-m-il.
Ubuso bubizwa ngokuba yinqanaba lenene elibi. Njengoko ubona kule fomula ingentla, oku kufanele ukuba kube ngumyinge wezinto ezimbi zenyani (TN) ukuya kwi-Post eyinyani kunye ne-postitives engekhoyo (FP). Njengenxalenye yesixhobo esicetyiswayo sokudibanisa amachiza abafundi, kufuneka ikwazi ukuchongwa ngokuchanekileyo.
Idatha yasekuqaleni yabafundi abangama-50 yayiqhele ukuqeqesha umthi wesigqibo Imodeli ibonakalise ukuchaneka okuphezulu ngenxa yempazamo yomntu kwiinkcazo zomntu kwiinkcazo (iTheyibhile 3). Emva kokudala inkqubo esekwe emthethweni ukuze ibala ngokuzenzekelayo amanqaku e-LS kunye neenkcazo zabafundi, inani elandayo leedatha (255) zazisetyenziselwa ukuqeqesha kwaye zivavanye inkqubo yokucebisa.
Kwi-Murixlass Matrix ye-Multix, izinto ze-diagonal zimele inani leziqikelelo ezichanekileyo zohlobo lwe-LS nganye (umzobo 4). Sebenzisa imodeli yomthi womthi, zizonke iisampulu ezingama-64 zixelwe kwangaphambili. Ke, kolu phononongo, izinto ezichongiweyo zibonisa iziphumo ezilindelekileyo, zibonisa ukuba imodeli iqhuba kakuhle kwaye ichaza ngokuchanekileyo ilebhile yeklasi ye-LS nganye. Ke ngoko, ukuchaneka ngokubanzi kwesixhobo sokucebisa yi-100%.
Amaxabiso okuchaneka, ukuchaneka, ukukhumbula, kunye ne-F1 amanqaku aboniswe kumzobo 5. I-F1 System isebenzisa imodeli yomthi womthi, i-F1 Score yi-1.0 "egqibeleleyo, ebonisa ubuntununtunu kunye nobuchule obukhulu amaxabiso.
Umzobo 6 ubonakalisa ukubonakaliswa komthi womthi womthi emva koqeqesho novavanyo lugqityiwe. Kwicala lecala elisecaleni elingaphandle, imodeli yomthi womthi oqeqeshelwe iimpawu ezimbalwa zibonise ukubonwa okuphezulu kunye nokuboniswa okulula. Oku kubonisa ukuba ubunjineli bobunjineli obukhokelela kunciphiso lwenqaku linyathelo elibalulekileyo ekuphuculeni ukusebenza kwemodeli.
Ngokusebenzisa isigqibo somthi obekho kwiMephunga yokufunda, imephu phakathi kwezinto ze-LS (igalelo) kwaye (iziphumo zemveliso) zivelisiwe ngokuzenzekelayo kwaye iqulethe ulwazi oluneenkcukacha ze-LS nganye.
Iziphumo zibonise ukuba i-34,9% yabafundi abangama-255 abakhetha inketho enye (1). Uninzi (54.3%) babenezinto ezimbini okanye ezingaphezulu. I-12.2% yabafundi iqaphele ukuba i-LS ilungelelene (itafile 4). Ukongeza kwii-LS ezisibhozo eziphambili, kukho ukudityaniswa kwe-34 zokuhlelwa kwe-LS yeDyunivesithi yabafundi bamazinyo baseMalaya. Phakathi kwazo, ukuqonda, umbono, kunye nokudityaniswa kokuqonda kunye nombono yeyona nto iphambili ichazwe ngabafundi (umzobo 7).
Njengoko kunokubonwa ukusuka kwiTheyibhile 4, uninzi lwabafundi babenengqondo ephambili (13.7%) okanye obonakalayo (8.6%) ls. Kwaxelwa ukuba i-12.2% yembono yabafundi edityanisiweyo kunye nombono (umbono-obonakalayo ls). Ezi zinto zifunyenweyo zibonisa ukuba abafundi bakhetha ukufunda kwaye ukhumbule ngeendlela ezimiselweyo, balandele iinkqubo ezithile nezichazayo nezihloniphayo, kwaye zinikela ingqalelo kwindalo. Kwangelo xesha, bayakonwabela ukufunda ngokujonga (ukusebenzisa imizobo, njl.njl) kwaye bathanda ukuxoxa kwaye basebenzise ulwazi ngokwamaqela okanye ngokwabo.
Olu phononongo lubonelela ngamagqabantshintshi ngeendlela zokufunda ngoomatshini osetyenziswa kwimigodi yedatha, kugxilwe kuyo ngoko nangoko abafundisileyo kunye nokuxela ngokuchanekileyo abafundi kunye nokucebisa abafanelekileyo. Ukusetyenziswa kwemodeli yomthi womthi kuchonge izinto ezinxulumene ngokusondeleyo nobomi babo kunye namava emfundo. Ngumatshini owongamileyo wokufunda i-algorithm esebenzisa isakhiwo somthi ukuze aphucule idatha ngokwahlula-hlulwa kwedatha kwiinkqubo ze-tendegeges ngokusekwe kwiikhrayitheriya ezithile. Isebenza ngokutsha ngokwahlula-hlula idatha yegalelo kwi-projets esekwe kwixabiso lenye yeempawu zegalelo lendawo nganye yangaphakathi kude kube sekwenzeka kwindawo yegqabi.
Iindawo zemida yangaphakathi yesigqibo zibonisa isisombululo esekwe kwiimpawu zegalelo le-M-i-IL, kwaye iindawo zegqabi zibonisa uqikelelo lokugqibela lwe-LS. Kuso sonke isifundo, kulula ukuqonda i-hierarchy yesigqibo esichaza kwaye sibe nomfanekiso-ngqondweni wenkqubo yesigqibo ngokujonga ubudlelwane phakathi kokufaka kunye nokuqikelela.
Kwimimandla yesayensi yekhompyuter kunye nobunjineli, umatshini wokufunda i-algorithms isetyenziselwa ukwazisa ukusebenza kwabafundi ngokusekwe kumanqaku okungena [21], ulwazi lwendawo kunye nokuziphatha [22]. Uphando lubonise ukuba i-algorithm yentsebenzo eqikelelweyo kwaye ibancede bakwazi ukubona abafundi emngciphekweni wokufumana ubunzima bemfundo.
Ukusetyenziswa kwe-ML Algorithms ekuphuhlisweni kwe-SILAET ABASULA ABASEBENZISILI ABASEBENZI BOKUGQIBELA KUFUNYANWA KOKUFAKWA KWAMANQAKU. Umlingasi uyakwazi ukuvelisa ngokuchanekileyo iimpendulo zomzimba kwezigulana zokwenyani kwaye ungasetyenziselwa ukuqeqesha abafundi bamazinyo kwindawo ekhuselekileyo nelawulwa [23]. Olunye uhlolisiso lubonisa ukuba umatshini wokufunda algorithms unokuphucula umgangatho kunye nokusebenza kakuhle kwemfundo yamazinyo kunye nemfundo kunye nononophelo lwesigulana. Umatshini wokufunda uAlgorithms usetyenzisiwe ukunceda ekufumaneni isifo sezifo zamazinyo ngokusekwe kwiiseti zedatha ezinje ngeempawu kunye neempawu zesigulana [24, 25]. Ngelixa ezinye izifundo zihlole ukusetyenziswa koomatshini be-algorithms ukwenza imisebenzi efana neziphumo ezibonisa izigulana, zichonga izigulana ezisemngciphekweni [26], ukuphathwa gadalala [27], kunye nonyango lwe-27].
Nangona iingxelo malunga nokusetyenziswa komatshini wokufunda kwi-dentristry ishicilelwe, isicelo sayo kwimfundo yamazinyo sihlala silinganiselwe. Ke ngoko, olu phononongo lujolise ekusebenziseni imodeli yomthi womthi ukubonisa izinto ezinxulumene kakhulu ne-LS kwaye iphakathi kwabafundi bamazinyo.
Iziphumo zolu phononongo zibonisa ukuba isixhobo sengcebiso esiphuhlisiweyo sinoncedo oluphakamileyo kunye nokuchaneka okugqibeleleyo, ebonisa ukuba ootitshala banokuxhamla kwesi sixhobo. Sebenzisa inkqubo yokuhlelwa kwedatha eqhutywa idatha, inokubonelela ngeengcebiso ezenzelwe wena kunye nokuphucula amava emfundo kunye neziphumo zootitshala nakubafundi. Phakathi kwazo, ulwazi olufunyenwe ngezixhobo zeengcebiso lunokucombulula iingxabano phakathi kweendlela zoqeqesho ezikhethiweyo zootitshala kunye neemfuno zokufunda zabafundi. Umzekelo, ngenxa yemveliso ezenzekelayo yezixhobo zokuncoma, ixesha elifunekayo lokuchonga i-IP yomfundi kwaye ilingane ne-IP ehambelana nayo iya kuncitshiswa kakhulu. Ngale ndlela, imisebenzi efanelekileyo yoqeqesho kunye nezinto zokuqeqeshwa zinokulungelelaniswa. Oku kunceda ukukhula indlela abafundi abafundayo kunye nokukwazi ukugxila. One study reported that providing students with learning materials and learning activities that match their preferred LS can help students integrate, process, and enjoy learning in multiple ways to achieve greater potential [12]. Uphando lukwabonisa ukuba ukongeza ekuphuculeni ukuthatha inxaxheba kwabafundi kwigumbi lokufundela, ukufundela ukufunda abafundi kwakhona kudlala indima ebalulekileyo ekuphuculeni iindlela zokufundisa kunye nokunxibelelana nabafundi [28, 29].
Nangona kunjalo, njengayo nayiphi na itekhnoloji yale mihla, kukho iingxaki kunye nokusikelwa umda. Oku kubandakanya imiba enxulumene nedatha yabucala, i-bias kunye nobulungisa, kunye nezakhono zobungcali kunye nezixhobo ezifunekayo ukuphuhlisa nokusebenzisa umatshini wokufunda ngoomatshini kwimfundo yamazinyo; Nangona kunjalo, inzala yokukhula nokwenza uphando kule ndawo iphakamisa ukuba itekinoloji yokufunda yoomatshini inokuba nefuthe elifanelekileyo kwiinkonzo zemfundo kunye nenkonzo yamazinyo.
Iziphumo zolu phononongo zibonisa ukuba isiqingatha sabafundi bamazinyo sinotyekelo 'lokubona "iziyobisi. Olu hlobo lomfundi lukhethe iinyani kunye nemizekelo eqinisekisiweyo, isifundo, kunye nokuthanda izinto "zokubonwayo", apho abafundi bezinto ezibonakalayo, apho abafundi bebonayo, apho imizobo, kunye neemephu zokudlulisela izimvo neengcinga. Iziphumo ezikhoyo ziyahambelana nezinye izifundo zokuvavanya i-LS kubafundi bamazinyo, ezonyango, uninzi lwabo oluneempawu zengqondo kunye ne-12, 30]. I-Dalmolin et al icebisa ukuba ukwazisa abafundi malunga nee-LS zabo kubavumela ukuba bafikelele kumandla okufunda. Abaphandi bayaxoxa ukuba xa ootitshala bayayiqonda ngokupheleleyo inkqubo yemfundo yabafundi, iindlela ezahlukeneyo zokufundisa kunye nemisebenzi zinokusenziwa eziza kuphucula abafundi kunye namava okufunda [12, 4, 32]. Olunye uphononongo lubonakalisile ukuba ukutshintsha abafundi kukwabonisa ukuphuculwa kwamava okufunda abafundi kunye nokusebenza emva kokutshintsha iindlela zabo zokufunda [13, 33].
Imbono yootitshala ingahluka ngokubhekisele ekuphunyezweni kwezicwangciso zokufundisa ngokusekwe kubuchule bokufunda abafundi. Ngelixa abanye bebona izibonelelo zale ndlela, kubandakanya namathuba ophuhliso lobungcali, ukucebisa kunye nenkxaso yoluntu, abanye banokuxhalaba ixesha kunye nenkxaso yeziko. Ukuzabalazela ibhalansi kubaluleke kakhulu ekudaleni isimo sengqondo esijolise kumfundi. Abasemagunyeni bemfundo ephezulu, abanjengabalawuli beyunivesithi, banokudlala indima ebalulekileyo ekuqhubeni utshintsho olululo ngokuzisa izinto ezinobuchule kunye nokuphuhliswa kwexabiso le-34]. Ukudala inkqubo yemfundo eguqukayo enyanisekileyo nesabelayo, abaqulunqileyo kufuneka bathathe amanyathelo athembekileyo, njengokwenza utshintsho lomgaqo-nkqubo, abazinikela ngezixhobo zokudityaniswa kwetekhnoloji, kunye nokudala imigaqo-nkqubo egxile kuzo. La manyathelo kubalulekile ekufezekiseni iziphumo ezifunwayo. Uphando lwakutsha nje kwimiyalelo eyahlukeneyo lubonakalisile ngokucacileyo ukuba ukuphunyezwa ngempumelelo komiliselo olwahlukileyo kufuna uqeqesho oluqhubekayo kunye namathuba ophuhliso kootitshala [35].
Esi sixhobo sinika inkxaso ebalulekileyo kubafundisi-ntsapho abafuna ukuthatha indlela egxile kuyo yokucwangcisa imisebenzi yokufunda abafundi. Nangona kunjalo, olu phononongo lunqunyelwe ekusebenziseni izigqibo zemithi ml imodeli. Kwixa elizayo, idatha engakumbi kufuneka iqokelelwe ukuthelekisa intsebenzo yeendlela zokufunda zoomatshini ezahlukeneyo ukuthelekisa ukuchaneka, ukuthembeka, kunye nokuchaneka kwezixhobo. Ukongeza, xa ukhetha eyona ndlela yokufunda ngoomatshini ofanelekileyo yomsebenzi othile, kubalulekile ukuqwalasela ezinye izinto ezinjengokutolikwa kwemodeli kunye nokutolika.
Ukusikelwa umda kolu phononongo kukuba kugxile kwimephu ls kwaye iphakathi kwabafundi bamazinyo. Ke ngoko, inkqubo yokuncoma ephuhlileyo iya kucebisa kuphela ezo zilungele abafundi abadala. Utshintsho luyimfuneko ukuze ufumane ukusetyenziswa kwabafundi beMfundo ePhakamileyo.
Isixhobo esisandula ukucebisa somatshini somatshini wokufunda umatshini wokufunda umatshini wokufumana i-flouling kunye nokuthelekisa abafundi ukuya kwi-In Engqing's, esenza iNkqubo yokuqala yeMfundo ukunceda ootitshala bamazinyo bacwangcisa imisebenzi efanelekileyo yokufundisa kunye nokufunda. Sebenzisa inkqubo yomhlaba oqhutywa yidatha, inokubonelela ngeengcebiso ezakhekane, ukugcina ixesha, ukuphucula iindlela zokufundisa, inkxaso ekugxilwe kuzo, kunye nokukhuthaza uphuhliso oluqhubekayo. Isicelo sayo siya kuphakamisa iindlela ezigxile kumfundi kwimfundo yamazinyo.
Gilak Jani unxibelelwano. Tshatisa okanye i-mismatch phakathi kwesitayile sokufunda somfundi kunye nesitayile sokufundisa sikatitshala. Int j mo mod ye-Ancec Science Computer. Ngo-2012; 4 (11): 51-60. https://doi.org/20.5815/ijmecs.2012.11.05
Iposi: Apres-29 ukuya kwi-2924