Kunesidingo esikhulayo sokufunda esigxile kwabafundi (i-SCL) ezikhungweni zemfundo ephakeme, kufaka phakathi amazinyo. Kodwa-ke, i-SCL inesicelo esilinganiselwe emfundweni yamazinyo. Ngakho-ke, lolu cwaningo luhlose ukukhuthaza ukusetshenziswa kwe-SCL kubuchwepheshe bezinqumo ngokusebenzisa amasu okufunda (i-ML) ukubhala isitayela sokufunda esithandwayo (i-ML) namasu okufunda ahambisanayo njengethuluzi eliwusizo lokwenza imihlahlandlela . Izindlela ezithembisayo zabafundi bamazinyo.
Isamba sabafundi bamazinyo abangama-255 abavela e-University of Malaya baqeda inkomba eguquliwe yezitayela zokufunda (i-M-ILS), enezinto ezingama-44 zokuzihlukanisa zibe yi-LSS yazo. Idatha eqoqwe (ebizwa nge-dataset) isetshenziswa ekufundeni kwesinqumo kwesinqumo esiqondisiwe ukuze uhambisane nezindlela zokufunda zabafundi ukuze zilungele kakhulu. Ukunemba okusekelwe ekufundeni komshini kuyithuluzi lokuncoma liyahlolwa.
Ukusetshenziswa kwamamodeli wesihlahla sezinqumo kwinqubo yokubonisa imephu ezenzakalelayo phakathi kwe-LS (okokufaka) futhi (okukhishwe okuqondiwe) kuvumela uhlu olusheshayo lwamasu okufunda afanele kumfundi ngamunye wamazinyo. Ithuluzi lokuncoma libonise ukunemba okuphelele nokukhumbula ukunemba okunemodeli okuphelele, okubonisa ukuthi ukufana kwe-LS kuya ekuzwela okuhle nokucaciswa.
Ithuluzi lokuncoma elisuselwa esihlahleni sesinqumo se-ML selifakazele ikhono laso lokulinganisa ngokunembile izitayela zokufunda zabafundi bamazinyo ngamasu okufunda afanele. Leli thuluzi lihlinzeka ngezinketho ezinamandla zokuhlela izifundo ezigxile kwabafundi noma amamojula angathuthukisa ulwazi lokufunda lwabafundi.
Ukufundisa nokufunda kuyimisebenzi eyisisekelo ezikhungweni zemfundo. Lapho uthuthukisa uhlelo lwemfundo yemfundo ephezulu kakhulu, kubalulekile ukugxila ezidingweni zokufunda zabafundi. Ukuxhumana phakathi kwabafundi nendawo yabo yokufunda kunganqunywa nge-LS yabo. Ucwaningo luphakamisa ukuthi ama-mismaches ahlose ukuya othisha phakathi kwama-LS abafundi futhi angaba nemiphumela emibi yokufunda kwabafundi, njengokuncipha kokunakwa nokugqugquzelwa. Lokhu kuzothinta ngokungaqondile ukusebenza kwabafundi [1,2].
Kuyindlela esetshenziswa othisha ukudlulisela ulwazi namakhono kubafundi, kubandakanya nokusiza abafundi ukuba bafunde [3]. Ngokuvamile, othisha abahle bahlela amasu okufundisa noma ahambisana kangcono nezinga labafundi bawo ulwazi, imiqondo abayifundayo, kanye nesigaba sabo sokufunda. Ngokweqiniso, lapho i-LS futhi ifana, abafundi bazokwazi ukuhlela futhi basebenzise isethi ethile yamakhono okufunda ngempumelelo. Imvamisa, uhlelo lwezifundo lufaka izinguquko eziningana phakathi kwezigaba, ezifana nokufundisa ekuziphatheni okuqondiswayo noma ekuziphatheni okuqondiswayo kuMkhuba ozimele. Ngalesi engqondweni, othisha abaphumelelayo bavame ukuhlela ukufundiswa ngenhloso yokwakha ulwazi lwabafundi namakhono we-4.
Isidingo se-SCL sikhula ezikhungweni zemfundo ephakeme, kufaka phakathi amazinyo. Amasu we-SCL aklanyelwe ukufeza izidingo zokufunda zabafundi. Lokhu kungafezeka, ngokwesibonelo, uma abafundi behlanganyela ngenkuthalo emisebenzini yokufunda nothisha benze njengabagqugquzeli futhi banesibopho sokuhlinzeka ngempendulo ebalulekile. Kuthiwa ukuhlinzeka ngezinto zokufunda kanye nemisebenzi efanelekile ezingeni lemfundo yabafundi noma izintandokazi zingathuthukisa imvelo yokufunda yabafundi futhi zithuthukise okuhlangenwe nakho kokufunda okuhle [5].
Ngokuvamile, inqubo yokufunda yabafundi yamazinyo ithonywa yizinqubo ezahlukahlukene zemitholampilo ezidingekayo ukwenza kanye nendawo yemitholampilo lapho zikhula khona amakhono okusebenzisana okusebenzayo. Inhloso yokuqeqeshwa ukuvumela abafundi ukuhlanganisa ulwazi oluyisisekelo lwamazinyo anamakhono okuthola amazinyo futhi basebenzise ulwazi olutholakele ezimweni ezintsha zemitholampilo [6, 7]. Ucwaningo lwasekuqaleni ebudlelwaneni phakathi kwe-LS futhi lutholakala ukuthi ukuguqula amasu okufunda kufakwe ku-LS okuthandwayo kuzosiza ukuthuthukisa inqubo yemfundo [8]. Abalobi batusa futhi ukusebenzisa izindlela ezahlukahlukene zokufundisa nokuhlola ukuzivumelanisa nezimo zokufunda nezidingo zabafundi.
Teachers benefit from applying LS knowledge to help them design, develop, and implement instruction that will enhance students' acquisition of deeper knowledge and understanding of the subject matter. Abaphenyi bathuthukise amathuluzi wokuhlola ama-LS ambalwa, njengemodeli yokufunda ye-KOLB, imodeli yesitayela sokufunda sase-Felder-Silverman (FSLSM), kanye ne-VAK / 9, 9, 10]. Ngokusho kwezincwadi, la mamodeli okufunda amamodeli wokufunda asetshenziswa kakhulu futhi afundwe kakhulu. Emsebenzini wokucwaninga wamanje, i-FSLSM isetshenziselwa ukuhlola i-LS phakathi kwabafundi bamazinyo.
I-FSLSM iyimodeli esetshenziswa kabanzi ekuhlolweni kokufunda okuguqukayo kwezobunjiniyela. Kunemisebenzi eminingi eshicilelwe kwisayensi yezempilo (kufaka phakathi umuthi, ubuhlengikazi, ikhemisi kanye namazinyo) okungatholakala kusetshenziswa amamodeli we-FSLSM [5, 11, 12, 13]. Ithuluzi elisetshenziselwe ukukala ubukhulu be-LS ku-FLSM libizwa ngokuthi inkomba yezitayela zokufunda (ils) [8], eliqukethe izinto ezingama-44 ezihlola ubukhulu be-LS: Ukuqonda (okusebenzayo / okubonakalayo), okokufaka (okubonakalayo). / verbal) nokuqonda (ukulandelana / kwembulunga yonke) [14].
Njengoba kukhonjisiwe kuMdwebo 1, ubukhulu be-FSLSM ngayinye bunokuthandwa okuvelele. Isibonelo, esimeni sokucubungula, abafundi abane- "Active" Ls bakhetha ukucubungula imininingwane ngokuxhumana ngqo nezinto zokufunda, funda ngokwenza, futhi bavame ukufunda ngamaqembu. I- "Ekhombisa" Ls isho ukufunda ngokucabanga futhi ikhetha ukusebenza yedwa. Isimo se- "Storeving" se-LS singahlukaniswa "umuzwa" kanye / noma 'intuition. " "Ukuzizwa" Abafundi bakhetha imininingwane ekhonkolo ethe xaxa nezinqubo ezisebenzayo, zithambekele eqinisweni ngokuqhathaniswa nezitshudeni "ezinembile" ezikhetha izinto ezingemuva futhi zinobuciko ngokwemvelo. Isilinganiso esithi "Ukufaka" se-LS siqukethe abafundi "okubonakalayo" kanye ne- "verbal". Abantu abane- "Visual" Ls bakhetha ukufunda ngokuboniswa okubukwayo (okufana nemidwebo, amavidiyo, noma imiboniso ebukhoma), kanti abantu abane- "verbal" ls bakhetha ukufunda ngamagama ezincazelo ezibhaliwe noma zomlomo. "Ukuqonda" Ubukhulu be-LS, abafundi abanjalo bangahlukaniswa 'ngokulandelana' kanye 'nomhlaba wonke'. "Abafundi abalandelanayo bakhetha inqubo yokucabanga okuqondile futhi bafunda igxathu negxathu, kanti abafundi bomhlaba bavame ukuba nenqubo yokucabanga ephelele futhi bahlale benokuqonda okungcono kwalokho abakufundayo.
Muva nje, abacwaningi abaningi sebeqalile ukuhlola izindlela zokutholwa okuzenzakalelayo kwedatha okuzenzakalelayo, okubandakanya ukuthuthukiswa kwama-algorithms amasha akwazi ukutolika imininingwane enkulu [15, 16]. Ngokusekelwe kwidatha enikeziwe, i-ML egadiwe (Ukufunda ngomshini) iyakwazi ukukhiqiza amaphethini nama-hypotheses abikezela imiphumela ezayo ngokususelwa ekwakhiweni kwama-algorithms [17]. Mane nje ubeke, amasu wokufunda womshini wokuqondisa aqaqa idatha yokufaka kanye nama-algorithms aqeqesha. Kube sekukhipha uhla oluhlukanisa noma lubikezele umphumela osuselwa ezimweni ezifanayo zedatha yokufaka enikeziwe. Inzuzo eyinhloko ye-algorithms yokufunda yomshini amandla yikhono layo lokusungula imiphumela ekahle futhi efiselekayo [17].
Ngokusebenzisa izindlela eziqhutshwa idatha namamodeli wokulawulwa kwesihlahla sesinqumo, ukutholwa okuzenzakalelayo kwe-LS kungenzeka. Izihlahla zezinqumo kubikwe ukuthi zisetshenziswe kabanzi ezinhlelweni zokuqeqeshwa emikhakheni ehlukahlukene, kufaka phakathi isayensi yezempilo [18, 19]. Kulolu cwaningo, imodeli yaqeqeshwa ngokuqondile ngabathuthukisi bohlelo ukukhomba i-LS yabafundi nokuncoma okuhle kakhulu kubo.
Inhloso yalolu cwaningo ukuthuthuka amasu okulethwa asuselwa ku-LS yabafundi futhi asebenzise indlela ye-SCL ngokuthuthukisa ithuluzi lokuncoma elimenyezelwe ku-LS. Ukugeleza komklamo kwethuluzi lokuncoma njengecebo lendlela ye-SCL kukhonjiswa kuMdwebo 1.
Ikakhulu, izici zamathuluzi wokuncoma wokuphepha wolwazi afaka ukusetshenziswa kobuchwepheshe bewebhu kanye nokusetshenziswa kwesinqumo somshini wesihlahla. Abathuthukisi bohlelo bathuthukisa ulwazi lomsebenzisi nokuhamba ngokuzivumelanisa nezinto ezifana namadivayisi eselula njengamafoni namathebulethi.
Ukuhlolwa kwenziwa ngezigaba ezimbili kanye nezitshudeni ezivela ku-Faculty of Dentistry e-University of Malaya zibambe iqhaza ngokuzithandela. Ababambiqhaza baphendule ku-inthanethi yabafundi bamazinyo ku-inthanethi e-English. Esigabeni sokuqala, i-dataset yabafundi abangama-50 yayisetshenziselwa ukuqeqesha isinqumo somshini wokufunda somshini we-algorithm. Esigabeni sesibili senqubo yokuthuthuka, i-dataset yabafundi abangama-255 yayisetshenziselwa ukwenza ngcono ukunemba kwensimbi ethuthukisiwe.
Bonke ababambiqhaza bathola isithangami esiku-inthanethi ekuqaleni kwesigaba ngasinye, ngokuya ngonyaka wezifundo, ngamaqembu e-Microsoft. Inhloso yocwaningo lwachazwa futhi kwatholakala imvume enolwazi. Bonke ababambiqhaza banikezwa ngesixhumanisi sokufinyelela ama-M-ils. Umfundi ngamunye wayalwa ukuba aphendule zonke izinto ezingama-44 kwiphepha lemibuzo. Banikezwa isonto elilodwa ukuqeda ils eguquliwe ngesikhathi nendawo evumelana nabo ngesikhathi sekhefu lesemester ngaphambi kokuqala kwesemester. I-M-Ils isuselwa kuthuluzi le-Ils yasekuqaleni futhi liguqulwe abafundi bamazinyo. Ifana ne-Ils yasekuqaleni, iqukethe izinto ezingama-44 ezisatshalaliswa kahle (a, b), ezinezinto eziyi-11 ngasinye, ezisetshenziselwa ukuhlola izici zokubuyiselwa kwe-FSLSM ubukhulu be-FSLSM.
Ngesikhathi sezigaba zokuqala zokuthuthukiswa kwamathuluzi, abacwaningi bawuchaze ngesandla amamephu besebenzisa idatha yabafundi abangama-50 bamazinyo. Ngokusho kwe-FSLM, uhlelo luhlinzeka ngesamba sezimpendulo "A" no "B". Ngokwesilinganiso ngasinye, uma umfundi ekhetha u- "a" njengempendulo, i-LS ihlukaniswa njenge-active / purtuple / visual / ilandelana, futhi uma umfundi ekhetha "b" njengempendulo, enembile . / Umfundi Omhlabeni jikelele.
Ngemuva kokulinganisa ukuhamba komsebenzi phakathi kwabaphenyi bezemfundo yamazinyo kanye nabathuthukisi bohlelo, imibuzo kukhethwe ngokuya ngesizinda se-FLSSM bese kufakwa kwimodeli ye-ML ukubikezela i-LS yomfundi ngamunye. "Udoti ungene, udoti ngaphandle kwezwi elidumile emkhakheni wokufunda ngomshini, ngokugcizelelwa kwekhwalithi yedatha. Izinga ledatha yokufaka linquma ukunemba nokunemba kwemodeli yokufunda yomshini. Ngesikhathi sesici sobunjiniyela besici, isethi entsha esethiwe idaliwe ukuthi isamba sezimpendulo "A" no "b" esekwe kuma-FLSSM. Ukuhlonza izinombolo zezidakamizwa zinikezwa etafuleni 1.
Bala inani elisuselwa ezimpendweni bese unquma i-LS yomfundi. Kumfundi ngamunye, ibanga le-Score lisuka ku-1 kuye ku-11. Izikolo zisuka ku-1 kuye ku-3 zibonisa ukulinganisela kokufunda okufanayo ngaphakathi kwesilinganiso esifanayo, futhi izikolo ezivela ku-7 zibonisa okuthandwa ngokulinganayo, okukhombisa ukuthi abafundi bavame ukukhetha indawo eyodwa . Okunye ukuhlukahluka kubukhulu obufanayo ukuthi izikolo ezisuka kwa-9 kuye ku-11 zibonisa ukuthanda okuqinile ekugcineni okukodwa noma okunye [8].
Ngokwesilinganiso ngasinye, izidakamizwa zahlelwa zaba "ezisebenzayo", "zibonisa" futhi "zilinganisele". Isibonelo, lapho umfundi ephendula ngokuthi "a" kaningi kune- "b" entweni ebekiwe futhi amaphuzu akhe adlula umkhawulo we-5 entweni ethile emele ubukhulu be-LS, asebenze "nge" ls "esebenzayo" Domain. . Kodwa-ke, abafundi bahlukaniswa ngokuthi "ls" ls lapho bekhethe "b" ngaphezu kokuthi "a" ngemibuzo ethize eyi-11 (ithebula 1) futhi bathola amaphuzu angaphezu kwa-5. Ekugcineni, umfundi usesimweni se- "Equilibrium." Uma isikolo singeqi amaphuzu angu-5, khona-ke le yi- "Inqubo" LS. Inqubo yokuhlukaniswa iphinde yaphindwa ngolunye ubukhulu be-LS, okungukuthi umbono (osebenzayo / obonakalayo), okokufaka (okubonakalayo / ngamazwi), nokuqonda (ukulandelana / komhlaba).
Amamodeli wesihlahla wesinqumo angasebenzisa ama-subsets ahlukene wezici nemithetho yesinqumo ngezigaba ezahlukahlukene zenqubo yokuhlukaniswa. Kubhekwa njengethuluzi lokuhlukanisa nokubikezela okuthandwayo. Ingamelwa kusetshenziswa isakhiwo sesihlahla njenge-flowchart [20], lapho kunezindawo zangaphakathi ezimele izivivinyo ngemfanelo, igatsha ngalinye elimele imiphumela yokuhlola, kanye ne-node ngayinye yeqabunga (iqabunga) equkethe ilebula yekilasi.
Uhlelo olususelwa ku-Rule olususelwa kuMthetho lwenzelwe ukushaya ngokuzenzakalelayo futhi lubeke khona i-LS yomfundi ngamunye ngokuya ngezimpendulo zabo. Ukubusa kususelwa kuthatha isimo seSitatimende se-IF, lapho "uma" kuchaza i-trigger futhi "bese" kucacisa isenzo okufanele senziwe, ngokwesibonelo: Uma idatha isethwe imibukiso imibukiso yokuhlobisa kanye nemodeli yesihlahla sesinqumo iqeqeshwa kahle futhi ihlolwe, le ndlela ingaba yindlela ephumelelayo yokushintsha inqubo yokufanisa i-LS futhi.
Esigabeni sesibili sokuthuthuka, i-dataset yandiswa yaya ku-255 ukuthuthukisa ukunemba kwethuluzi lokuncoma. Isethi yedatha ihlukaniswe ngesilinganiso esingu-1: 4. I-25% (64) yesethi yedatha yayisetshenziselwa isethi yokuhlola, futhi kwasetshenziswa ama-75% (191) asele njengesethi yokuqeqeshwa (Umdwebo 2). Isethi yedatha idinga ukuhlukaniswa ukuvikela imodeli ukuthi iqeqeshelwe futhi ihlolwe kusethi efanayo, engenza ukuthi imodeli ikhumbule kunokuba ifunde. Imodeli iqeqeshwa kusethi yokuqeqeshwa futhi ihlole ukusebenza kwayo kwidatha yokuhlola imodeli engakaze ibone ngaphambili.
Lapho ithuluzi lisungulwa, uhlelo lokusebenza luzokwazi ukuhlukanisa i-LS ngokuya ngezimpendulo zabafundi bamazinyo ngesibonisi sewebhu. Uhlelo lwe-Web-based Information Security Security System yakhelwe lusebenzisa ulimi lwezinhlelo lwePython lusebenzisa uhlaka lwe-DJANGO njenge-backend. Ithebula 2 libala imitapo yolwazi esetshenziselwa ukuthuthukiswa kwalolu hlelo.
I-Dataset inikezwa imodeli yesihlahla sesinqumo ukubala nokukhipha izimpendulo zabafundi ukuhlukanisa izilinganiso zomfundi ngokuzenzakalelayo.
I-matrix yokudideka isetshenziselwa ukuhlola ukunemba kwesinqumo somshini wesihlahla sokufunda i-algorithm ebekiwe yedatha enikeziwe. Ngasikhathi sinye, ihlola ukusebenza kwemodeli yokuhlukaniswa. Ifingqa izibikezelo zemodeli futhi ziziqhathanisa namalebula wedatha uqobo. Imiphumela yokuhlola isuselwa kumanani amane ahlukene: I-True Pop (TP) - Imodeli yabikezela kahle isigaba esihle, amanga (fp) - imodeli yabikezela isigaba esihle, kodwa ilebula elingelona iqiniso (i-TN) - Imodeli yabikezela kahle isigaba esingesihle, futhi i-FALL engemihle (FN) - imodeli ibikezela isigaba esingesihle, kepha ilebula leqiniso lihle.
Lawa mavelu abese esetshenziselwa ukubala ama-metric ahlukahlukene okusebenza kwemodeli yokuhlela yeScikit-Funda ePython, okungukuthi ngokunemba, ukunemba, ukukhumbula, kanye ne-F1 Score. Nazi izibonelo:
Khumbula (noma ukuzwela) kukala amandla wemodeli yokuhlukanisa ngokunembile i-LS yomfundi ngemuva kokuphendula imibuzo ye-M-ILS.
Ukucaciswa kubizwa ngokuthi izinga elingelona iqiniso. Njengoba ubona kusuka kufomula engenhla, lokhu kufanele kube yisilinganiso sezinto ezingezinhle zeqiniso (TN) kwizinto ezimbi zeqiniso nakuma-positive angamanga (FP). Njengengxenye yethuluzi elinconyiwe lokuhlukanisa izidakamizwa zabafundi, kufanele likwazi ukukhonjwa okunembile.
Idathasethi yasekuqaleni yabafundi abangama-50 abasetshenziselwa ukuqeqesha imodeli yesihlahla sesihlahla ikhombisa ukunemba okuphansi ngenxa yephutha lomuntu ezichazini (Ithebula 3). Ngemuva kokudala uhlelo olususelwa kumthetho olususelwa ngokuzenzakalelayo ukuze lubala ngokuzenzakalelayo izikolo ze-LS nezichasiselo zabafundi, inani elandayo le-datasets (255) lalisetshenziselwa ukuqeqesha nokuhlola uhlelo oluyisisekelo.
Esikhathini se-matrix ye-multiclass edidekayo, izinto ze-diagonal zibonisa inani lokubikezela okuyilo ngohlobo lwe-LS ngayinye (Umdwebo 4). Usebenzisa imodeli yesihlahla sesinqumo, ingqikithi yamasampula angama-64 abikezelwa kahle. Ngakho-ke, kulolu cwaningo, izinto ze-diagonal zibonisa imiphumela elindelekile, okukhombisa ukuthi imodeli yenza kahle futhi ngokunembile ibikezela ilebula yekilasi ngokuhlukaniswa ngakunye kwe-LS. Ngakho-ke, ukunemba okuphelele kwethuluzi lokuncoma kungu-100%.
Amanani okunemba, ukunemba, ukukhumbula, futhi amaphuzu we-F1 akhonjiswe kuMdwebo 5 amanani.
Umdwebo 6 ukhombisa ukubonwa kwevolovoli lesihlahla sesinqumo ngemuva kokuqeqeshwa nokuhlolwa kuqediwe. Ngokuqhathanisa eceleni kwakho, imodeli yesihlahla sesinqumo esiqeqeshelwe izici ezimbalwa esibonisa ukunemba okuphezulu nokubuka ngemodeli elula. Lokhu kukhombisa ukuthi isici sobunjiniyela esiholela ekunciphiseni kwesici siyisinyathelo esibalulekile ekuthuthukiseni ukusebenza kwemodeli.
Ngokusebenzisa izinqumo zokufunda ezigadiwe, ukumepha kwe-LS (okokufaka) kanye (okuhlosiwe) kukhiqizwa ngokuzenzakalelayo futhi kuqukethe imininingwane enemininingwane ye-LS ngayinye.
Imiphumela ikhombisile ukuthi ama-34.9% abafundi abangama-255 abakhethe inketho eyodwa (1) ye-LS. Iningi (54.3%) lalinokuthandwa okubili noma ngaphezulu kwe-LS. I-12.2% yabafundi eyaphawule ukuthi i-LS ilinganiselwe (ithebula 4). Ngaphezu kwalokho ku-LS ayisishiyagalombili main, kunezinhlanganisela ezingama-34 zokuhlukaniswa kwe-LS kwabafundi baseMalaya bamazinyo. Phakathi kwazo, ukubona, umbono kanye nokuhlanganiswa kokubona nombono yi-FL LS eyinhloko eyabikwa ngabafundi (Umdwebo 7).
Njengoba kungabonakala kusuka etafuleni 4, iningi labafundi lalinezinzwa ezivelele (13.7%) noma okubonakalayo (8.6%) ls. Kubikwa ukuthi ama-12,2% abafundi ahlanganise umbono ngombono (okubonakalayo okubonakalayo okubonakalayo. Lokhu okutholakele kusikisela ukuthi abafundi bakhetha ukufunda nokukhumbula ngezindlela ezisunguliwe, landela izinqubo ezithile nezincwadi, futhi banaka ngokwemvelo. Ngasikhathi sinye, bayakujabulela ukufunda ngokubheka (ukusebenzisa imidwebo, njll.) Futhi bavame ukuxoxa futhi basebenzise imininingwane ngamaqembu noma bebodwa.
Lolu cwaningo luhlinzeka ngesibukezo sezindlela zokufunda zomshini ezisetshenziselwa ukumbiwa kwedatha, ngokugxila lapho ubikezela ngokunemba i-LS yabafundi kanye nokuncoma okufanelekile. Ukusetshenziswa kwemodeli yesihlahla sokwenza izinqumo kwahlonza izici ezihlobene kakhulu nempilo yazo nokuhlangenwe nakho kokufundisa. Kuyinto egadiwe yokufunda umshini i-algorithm esebenzisa isakhiwo sesihlahla ukuhlukanisa idatha ngokuhlukanisa iqoqo ledatha ezihlokwaneni ezisuselwa kwimibandela ethile. Isebenza ngokuhlukanisa kabusha idatha yokufaka ku-subsets ngokususelwa kunani lenye yezici zokufaka ze-node yangaphakathi ngayinye kuze kube sekwenziwe isinqumo nge-node yamaqabunga.
Izindawo zangaphakathi zesihlahla sesinqumo zimele isisombululo ngokususelwa kwizinkinga zokufaka zenkinga ye-M-ILS, futhi amaqabunga amaqabunga amelela ukubikezela kokugcina kwe-LS. Kulo lonke ucwaningo, kulula ukuqonda ubukhosi bezihlahla zezinqumo ezichaza futhi babone ngeso lengqondo inqubo yesinqumo ngokubheka ubudlelwano phakathi kwezici zokufaka kanye nokubikezela okukhishweyo.
Emasimini we-computer science kanye nobunjiniyela, ama-algorithms wokufunda umshini asetshenziswa kabanzi ukubikezela ukusebenza kwabafundi ngokuya ngezikolo zabo zokungena [21], imininingwane yokufunda [22]. Ucwaningo luveze ukuthi i-algorithm yabikezela ngokunembile ukusebenza kwabafundi futhi yabasiza ukuba bakhombe abafundi engcupheni yobunzima bokufunda.
Ukusetshenziswa kwe-ML algorithms ekwakhiweni kwama-simulators wesineke sokuqeqeshwa kwamazinyo kubikwa. I-simulator iyakwazi ukukhiqiza kabusha ngokunembile izimpendulo zomzimba zeziguli zangempela futhi ingasetshenziselwa ukuqeqesha abafundi bamazinyo endaweni ephephile nelawulwa [23]. Ezinye izifundo eziningana zibonisa ukuthi ama-algorithms omshini angahle athuthukise ikhwalithi kanye nokusebenza kahle kwemfundo yamazinyo neyokwelashwa nokunakekelwa kweziguli. I-algorithms yokufunda ngomshini isetshenziselwe ukusiza ekuhlolweni kwezifo zamazinyo ngokususelwa kumasethi wedatha afana nezimpawu nezimpawu zeziguli [24, 25]. Ngenkathi ezinye izifundo zihlole ukusetshenziswa kwama-algorithms wokufunda umshini ukwenza imisebenzi enjengokubikezela imiphumela yeziguli, ekhomba iziguli ezinobungozi obukhulu, ethuthukisa amasu wezokwelapha [27], kanye nokwelashwa kwamakhaza [25].
Yize imibiko ekusetshenzisweni komshini wokufunda kumazinyo ishicilelwe, uhlelo kwalo emfundweni yamazinyo luhlala lilinganiselwe. Ngakho-ke, lolu cwaningo luhlose ukusebenzisa imodeli yesihlahla sesinqumo ukukhomba izici ezihambisana kakhulu ne-LS futhi ziphakathi kwabafundi bamazinyo.
Imiphumela yalolu cwaningo ikhombisa ukuthi ithuluzi lokuncoma elithuthukisiwe linokunemba okuphezulu nokunemba okuphelele, okubonisa ukuthi othisha bangazuza kuleli thuluzi. Usebenzisa inqubo yokuhlukaniswa okuqhutshwa yidatha, inganikeza izincomo ezenzelwe wena futhi ithuthukise okuhlangenwe nakho kokufundisa kanye nemiphumela yabafundisi kanye nabafundi. Phakathi kwazo, imininingwane etholakala ngamathuluzi okuncoma angaxazulula izingxabano phakathi kwezindlela zokufundisa ezithandwayo zothisha nezidingo zabafundi zokufunda zabafundi. Isibonelo, ngenxa yokuphuma okuzenzakalelayo kwamathuluzi wokuncoma, isikhathi esidingekayo ukukhomba i-IP yomfundi futhi siyifanisa ne-IP ehambisanayo izoncishiswa kakhulu. Ngale ndlela, imisebenzi efanelekayo yokuqeqeshwa nezinto zokwakha zingahlelwa. Lokhu kusiza ukuthuthukisa indlela yokufunda yabafundi eyakhayo yokufunda kanye nekhono lokugxila. Olunye ucwaningo lubike ukuthi ukuhlinzeka abafundi ngezinto zokufunda kanye nemisebenzi yokufunda ehambelana nezinto ezithandwayo zayo kungasiza abafundi ukuhlanganisa, inqubo, futhi bajabulele ukufunda ngezindlela eziningi zokuthola amandla amakhulu [12. Ucwaningo luphinde lubonise ukuthi ngaphezu kokwenza ngcono ukubamba iqhaza kwabafundi ekilasini, inqubo yokufunda yabafundi yabafundi futhi idlala indima ebalulekile ekwenzeni ngcono izindlela zokufundisa nokuxhumana nabafundi [28, 29].
Kodwa-ke, njenganoma ibuphi ubuchwepheshe besimanje, kunezinkinga kanye nemikhawulo. Lokhu kufaka phakathi izingqinamba ezihlobene nobumfihlo bedatha, ukukhetha kanye nobulungiswa, kanye namakhono ochwepheshe nezinsizakusebenza ezidingekayo ukuthuthukisa kanye nokusebenzisa ama-algorithms wokufunda womshini emfundweni yamazinyo; Kodwa-ke, intshisekelo ekhulayo nokucwaninga kwale ndawo kusikisela ukuthi ubuchwepheshe bokufunda umshini bungaba nomthelela omuhle emfundweni yamazinyo nasezinsizakalweni zamazinyo.
Imiphumela yalolu cwaningo ikhombisa ukuthi ingxenye yabafundi bamazinyo ibe nokuthambekela 'kokubona' izidakamizwa. Lolu hlobo lomfundi lunokuthanda amaqiniso nezibonelo ezingokoqobo, ukubekeka okusebenzayo, ukubekezela ukuthola imininingwane, kanye nokuthandwa kwe- "okubonakalayo", lapho abafundi bakhetha ukusebenzisa izithombe, ihluzo, imibala, namamephu ukuhambisa imibono nemicabango. Imiphumela yamanje iyahambisana nezinye izifundo ezisebenzisa ils ukuhlola i-LS kubafundi bamazinyo nakwezokwelapha, iningi labo elinezimpawu ze-LS [12, 30] ezibonakalayo. UDalmolin et al kusikisela ukuthi ukwazisa abafundi mayelana ne-LS yabo ibavumela ukuba bafinyelele amandla abo okufunda. Abaphenyi bathi lapho othisha beqonda ngokugcwele inqubo yokufundisa yabafundi ngokugcwele, izindlela ezahlukahlukene zokufundisa nemisebenzi kungaqaliswa ukuthi kuzothuthukisa ukusebenza kwabafundi nokufunda okuhlangenwe nakho [3, 31, 32]. Ezinye izifundo zikhombisile ukuthi ukuguqula i-LS yabafundi kukhombisa ukuthuthuka kokuhlangenwe nakho kokufunda kwabafundi kanye nokusebenza ngemuva kokushintsha izitayela zabo zokufunda ukuze zivumelane nezazo i-LS [13, 33].
Imibono yothisha ingahluka mayelana nokuqaliswa kwamasu wokufundisa asuselwa kumakhono okufunda wabafundi. Ngenkathi abanye bebona izinzuzo zale ndlela, kufaka phakathi amathuba okuthuthukiswa kochwepheshe, ukuqeqeshwa, kanye nokuxhaswa komphakathi, abanye bangakhathazeka ngesikhathi nokusekelwa kwezikhungo. Ukulwela ukulinganisela kubalulekile ekwakheni isimo sengqondo esigxile kumfundi. Iziphathimandla zemfundo ephakeme, ezinjengeziphathi zaseyunivesithi, zingadlala indima ebalulekile ekushayeleni ushintsho oluhle ngokwazisa izindlela ezintsha kanye nokuxhaswa kwekhono lokusekelwa [34]. Ukwakha uhlelo olunamandla lwemfundo enamandla futhi oluphendulayo, abenzi bezinqubomgomo kumele bathathe izinyathelo ezinesibindi, njengokwenza izinguquko zenqubomgomo, bazinikele izinsiza ekuhlanganiseni kobuchwepheshe, kanye nokwakha izinhlaka ezikhuthaza izindlela ezigxile kubafundi. Lezi zinyathelo zibalulekile ekufezekiseni imiphumela oyifunayo. Ucwaningo lwakamuva lokufundiswa okuhlukile lubonise ngokusobala ukuthi ukuqaliswa ngempumelelo kwemiyalo ehlukile kudinga ukuqeqeshwa okuqhubekayo namathuba okuthuthuka kothisha [35].
Leli thuluzi lihlinzeka ngokusekelwa okubalulekile kothisha bamazinyo abafuna ukuthatha indlela egxile kumfundi yokuhlela imisebenzi yokufunda enobungane yabafundi. Kodwa-ke, lolu cwaningo lukhawulelwe ekusetshenzisweni kwamamodeli wesihlahla sezinqumo ze-ML. Esikhathini esizayo, idatha eminingi kufanele iqoqwe ukuqhathanisa ukusebenza kwamamodeli wokufunda womshini ohlukile ukuqhathanisa ukunemba, ukuthembeka kanye nokunemba kwamathuluzi okuncoma. Ngokwengeziwe, lapho ukhetha indlela efanelekile yokufunda yomshini womsebenzi othile, kubalulekile ukubheka ezinye izinto ezinjengobunzima bemodeli nokutolika.
Ukukhawulelwa kwalolu cwaningo ukuthi ligxile kuphela ekuboniseni imephu ls futhi liphakathi kwabafundi bamazinyo. Ngakho-ke, uhlelo lokuncoma oluthuthukisiwe luzoncoma kuphela lezo ezilungele abafundi bamazinyo. Izinguquko ziyadingeka ekusetshenzisweni komfundi ojwayelekile kwezemfundo ephakeme.
Ithuluzi lokuncoma elisanda kuthuthukiswa komshini elisungulwe elisezingeni elifanele liyakwazi ukuhlukanisa kanye nokufanisa i-LS yabafundi ku-Interaling, okwenza kube uhlelo lokuqala lwezemfundo lwamazinyo ukusiza othisha bamazinyo bahlele imisebenzi efanelekile yokufunda kanye nokufunda. Usebenzisa inqubo eqhutshwa yisikhathi eqhutshwa idatha, unganikeza izincomo ezenzelwe wena, wonge isikhathi, uthuthukise amasu wokufundisa, ukusekela ukungenelela okuhlosiwe, futhi kuthuthukiswe ukuthuthukiswa kochwepheshe okuqhubekayo. Kusetshenziswa kwaso kuzothuthukisa izindlela ezigxile kwabafundi eMfundweni Yezamazinyo.
UGilak Jani ehlobana nezindaba. Ukufana noma ukungahambi kahle phakathi kwesitayela sokufunda somfundi kanye nesitayela somfundisi wokufundisa. Int J Mod Education Science Computer. 2012; 4 (11): 51-60. https://doi.org/10.5815/ijmecs.2012.11.05
Isikhathi sePosi: APR-29-2024