Ji Changwei, Zhao Shuyan
College of Culture and Tourism, Heihe University, Heihe, China.
Academic Affairs Office, Heihe University, Heihe, China.
Front Psychol. 2022 Jul 27;13:949556. doi: 10.3389/fpsyg.2022.949556. eCollection 2022.
Due to the continuous epidemic in recent years, the traditional teaching mode of history classroom has been gradually replaced by the teaching mode of self-learning classroom. The teaching mode of autonomous learning classroom has become a popular teaching mode in recent years. However, in the autonomous learning classroom under the current history teaching mode, the lecturer cannot always pay attention to the various states of the students. It is also difficult to understand and receive the information the teacher wants to convey in real time. For this reason, human-computer interaction emotion recognition technology has been proposed and developed. In order to construct and realize the teaching mode of self-learning classroom history, this paper studies the emotion recognition technology of human-computer interaction. The research results show that the introduction of human-computer interaction emotion recognition technology into the construction of autonomous learning classroom teaching mode can fully understand students' emotional behavior. It improves the accuracy of students' emotion recognition by 2.67%, enables students to maintain a good learning motivation, and make reasonable plans and arrangements for the historical time and progress of learning. At the same time, it enhances the history teaching intensity and autonomous learning ability, and improves the original single learning mode. By establishing a new teaching-teacher-student relationship, it creates a good and active autonomous classroom atmosphere.
近年来，由于疫情持续，历史课堂的传统教学模式已逐渐被自学课堂教学模式所取代。自主学习课堂教学模式已成为近年来流行的教学模式。然而，在当前历史教学模式下的自主学习课堂中，授课教师无法始终关注学生的各种状态。学生也难以实时理解和接收教师想要传达的信息。因此，人机交互情感识别技术被提出并得到发展。为了构建并实现历史自学课堂的教学模式，本文研究了人机交互情感识别技术。研究结果表明，将人机交互情感识别技术引入自主学习课堂教学模式的构建中，可以充分了解学生的情感行为。它将学生情感识别的准确率提高了2.67%，使学生保持良好的学习动力，并对历史学习时间和进度做出合理规划与安排。同时，它增强了历史教学强度和自主学习能力，改善了原有的单一学习模式。通过建立新型的教学-教师-学生关系，营造了良好且活跃的自主课堂氛围。
