A Self-learning Ability Assessment Method Based on Weight-Optimised Dfferential Evolutionary Algorithm

The emergence of ChatGPT has triggered domestic and international discussions on the future of artificial intelligence and human beings, and the connection between ChatGPT and education has received widespread attention. Among them, the impact of ChatGPT on college students independent learning has become one of the hot spots of research. Firstly, ChatGPTs personalized learning support leverages students characteristics and needs to provide personalized educational services. ChatGPT recommends resources based on personalization and also has a wide range of learning materials and difficulty levels to give students a sense of resourcefulness. The development of an awareness of independent learning also enables students to gradually build up their awareness and ability to learn independently. Secondly, there are still many limitations for university students in using ChatGPT for self-directed learning, as they have to deal with changes in the quality of knowledge, reduced social interaction and dependency issues. Thirdly, better helping college students use ChatGPT to improve their independent learning skills requires stronger educational leadership, combined with interpersonal relationships and enhanced privacy protection. In addition, college students should use it as an aid to maintain critical thinking and not rely on the tool itself. Comprehensive knowledge is gained by utilizing multiple resources. Developers should continuously improve the system to increase accuracy and knowledge breadth to meet students needs. In conclusion, this study has a positive impact on the reform and development of the educational field and makes a useful contribution to the cultivation of college students with independent learning abilities.

The purpose of this research is to seek the opinions of primary school teachers in order to investigate the pedagogical conditions for the development of educational independence of primary school students. The research was prepared in accordance with the qualitative research method. Research data were collected with a semi-structured interview form developed by the researchers. The participant group of the research consists of 80 primary school teachers working in various primary schools in Kazakhstan in the 2021–2022 academic year. As a result of the research, it was revealed that the majority of primary school teachers found students’ independent learning skills partially sufficient. Primary school teachers determined the role of families in the development of students’ independent learning skills as encouraging role, directing role, participation role and modelling role. Primary school teachers determined the role of teachers in the development of students’ independent learning skills as the role of providing independent learning skills, the role of developing independent learning skills, the role of approaching the right method, the role of supporting independent learning with in-class activities and the role of implementing technology-supported activities. Primary school teachers’ suggestions for the development of pedagogical conditions for students to gain independent learning skills are divided into five categories, i.e., creating a suitable school environment, creating a suitable classroom environment, teacher–parent cooperation, organising in-service trainings for teachers and organising seminars for families. Keywords: Independent learning, pedagogical conditions, primary school students, teacher opinions;

Tujuan penelitian ini adalah untuk mendeskripsikan (1) keefektifan pembelajaran missouri mathematics project dengan pendekatan problem solving (MMP-PS) terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa, (2) keefektifan pembelajaran missouri mathematics project (MMP) terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa, dan (3) perbedaan keefektifan pembelajaran MMP-PS dengan MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa. Pendekatan penelitian ini merupakan kuantitatif dengan jenis penelitian quasi eksperimen.Keefektifan pembelajaran MMP-PS maupun MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis menggunakan uji t satu sampel. Perbedaan keefektifan pembelajaran MMP-PS dengan MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa dianalisis menggunakan MANOVA.Hasil penelitian menunjukkan bahwa pembelajaran MMP-PS efektif terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa. Pembelajaran MMP tidak efektif terhadap kemandirian belajar, tetapi efektif terhadap kemampuan komunikasi matematis. Selain itu, terdapat perbedaan keefektifan antara pembelajaran MMP-PS dan MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa. Hasil uji lanjut menunjukkan pembelajaran missouri mathematics project dengan pendekatan problem solving lebih efektif dibandingkan dengan pembelajaran missouri mathematics project terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa.

In order to improve the independent and innovative learning ability of gymnastics teaching, the independent and innovative learning and resource information interaction model of gymnastics teaching based on computer interaction is proposed, the integrated information statistics and big data analysis model of independent and innovative learning of gymnastics teaching is constructed, the independent and innovative learning and optimal control of gymnastics teaching are carried out by using the methods of big data mining and resource information fusion, and the data clustering analysis model of independent and innovative learning of gymnastics teaching is established. Statistical characteristic analysis method is used to construct independent innovative learning resource set and fuzzy information fusion processing for gymnastics teaching. Statistical evaluation and fuzzy degree optimization detection method are used to design independent innovative learning algorithm for gymnastics teaching. Computer interactive control method is used to realize adaptive optimization in independent innovative learning process for gymnastics teaching and realize independent innovative learning optimization for gymnastics teaching. The simulation results show that the convergence of using the algorithm to carry out independent and innovative learning in gymnastics teaching is good, and the ability of scheduling and clustering of independent and innovative learning resources in gymnastics teaching is good, thus improving the independent and innovative learning ability and the level of resource sharing in gymnastics teaching.

IntroductionThis study examined the ways in which different influences on student motivation and the development of independent learning (IL) skills might be constituted across students learning within different educational cultures. Previous studies on student motivation and IL have suggested the potential for differing conceptualizations of IL and its strategies (ILS), prompting questions as to the sources of these distinctions. One theory is that they might be influenced by differing cultural constructions of these concepts or may be linked to different motivations with respect to the purposes and outcomes of education.MethodsThis study addressed a research gap with respect to these differences in the British and Chinese contexts by examining the responses of students sampled from a university in Scotland and a university in Hong Kong. Through mixed-methods research comprising quantitative analysis of questionnaires and thematic analysis of interview data, this research project compared conceptualizations of IL and ILS across both these contexts and highlighted the role that student motivation might play in either context.ResultsThe analytical results showed differences in the conception of IL and the implementation of ILS potentially due to differing cultural contexts.DiscussionFurther cross-cultural comparative research is needed with a study design that excludes the influence of institutional and demographic factors to better isolate the influence of culture on perception of IL and use of ILS.

This study aims to explore the relevance between blended learning and students' independent learning curriculum in the digital age. This study used a descriptive method with a qualitative approach to gather and analyze data from diverse participants. Multiple data collection techniques were utilized to ensure a comprehensive and in-depth exploration of the research topic. The sample included teachers from different educational levels, students with varying academic backgrounds, and educational administrators with experience in curriculum development and implementation. Procedures Data analysis involved several iterative steps. Based on the research results, it was found that a strong connection between blended learning and promoting independent learning skills among students. Challenges were identified in effectively incorporating an independent learning curriculum within the blended learning environment. The study highlighted the importance of teacher support, collaborative opportunities, and access to Technology and resources in enhancing the effectiveness of blended learning and independent learning practices. These findings contribute to the ongoing discourse on digital-age education and provide insights for educators and policymakers in designing practical instructional approaches that empower students' independent learning skills in the digital era.

在新课程标准中，培养学生自主学习能力是高中历史课堂教学的重要目的之一，这已引起教育者的广泛关注，并通过课堂教学形式的改革，对学生自主学习能力的培养做出诸多努力。然而学生自主学习能力的培养，不能摈弃基础学习，要注意梳理知识点，建构知识体系；同时要进一步强化情境教学，体验文化演变，培养学生历史地看待、思考问题的能力；另外，引导学生运用历史思维思考、辨析新材料、新观点，培养发现问题、解决问题的能力，也是学生自主学习能力的重要体现。“中国传统文化主流思想的演变”一章的教学，能很好地契合以上各方面内容，并可推广到其他专题教学，具有良好示范意义。 In the new curriculum standard, cultivating students’ independent learning ability is one of the important purposes of high school history teaching, which has caused extensive concern among educators, and through the reform of teaching form, many efforts have been made to cultivate students’ independent learning ability. However, the cultivation of students' independent learning ability cannot abandon the basic learning, and should pay attention to the knowledge points and construct the knowledge system. At the same time, we should further strengthen the situation teaching, experience the cultural evolution, and cultivate the students’ ability to judge history. In addition, guiding students to use historical thinking, to analyze new materials and new viewpoints is also an important embodiment of students’ independent learning ability. The evolution of the mainstream ideology of traditional Chinese culture can fit well with all aspects above, which can be extended to other thematic teaching with good demonstration significance.

This study contributes to mathematics education by clarifying how independent learning supports students’ creative thinking processes, particularly in vocational contexts where autonomy and problem-solving skills are crucial. This study focuses on students' learning independence and creative thinking skills with the aim of determining whether there is a relationship between learning independence and creative thinking skills among vocational high school students. This study uses a quantitative descriptive approach with a correlational method conducted at one of the vocational high schools in Tangerang City, Banten Province. The sample in this study consisted of 30 students from the 10th-grade Multimedia class. Data collection techniques included observation, a 24-item questionnaire, and a written test with 5 questions. The instruments were validated by experts and declared suitable for use, ensuring content validity and reliability. Based on the results of the study conducted in the Multimedia class, it can be concluded that the level of learning independence and creative thinking ability of students is above average, with 13 students (43.33%) scoring below average and 17 students (56.66%) scoring above average, and further analysis shows a strong positive correlation (r = 0.970, p < 0.01) between the two variables. Based on the hypothesis test, there is a significant relationship between learning independence and students' creative thinking ability.

This paper discusses how to improve the cultivation of college students' innovative ability through open laboratories. Firstly, it introduces the concept and advantages of open laboratories, then analyzes in detail the role of open laboratories in the cultivation of college students' innovation ability, and finally puts forward specific measures to improve college students' innovation ability through open laboratories. Through the implementation of these measures, we aim to improve students' innovation and practice ability, independent learning ability, practical operation ability and comprehensive quality, in order to adapt to the demand for software engineering professionals under the background of new engineering disciplines.

English reading occupies a large proportion of English test papers, and English reading ability is crucial for college students. However, in the actual teaching process, teachers often neglect the cultivation of students' reading ability. Influenced by the new crown epidemic, various schools actively carry out online teaching. Through online teaching, we found that students' interest in English classes has significantly increased, and the flipped classroom teaching model is a teaching model that combines online and offline teaching. Therefore, this study attempted to apply the flipped classroom model to college English reading instruction to stimulate students' interest in English reading, increase students' participation in class, and improve students' ability to cooperate with each other and ultimately improve students' reading performance. In this study, independent and paired sample t-tests were conducted using SPSS on the results of two reading tests to analyze the effect of this teaching method on the reading level of college students. The data collected from the questionnaires were quantitatively analyzed to understand the changing status of college students' interest in reading and their perceptions of this instructional model. The study found that the flipped classroom can improve the reading level of college students. As for the survey of students' cultural knowledge in the classroom, 56% of them know more about it, and 44% of them have almost no relevant background knowledge. In summary, we can conclude that students do not do enough prereading before class, their participation in class is low, and they know less about the corresponding cultural background knowledge. In the process of flipped classroom teaching, teachers should focus on adapting to their role change in time and selecting high-quality resources to push to students. At the same time, they should also strengthen the cultivation of students' independent learning ability before class, improve students' initiative, communicate more with students in class, find students' problems in time and give corresponding guidance according to students' specific conditions, and pay attention to the evaluation mode after class. Finally, we give teachers and students corresponding suggestions for the problems that appear in the experimental process, so as to promote the flipped classroom teaching to better serve the college reading teaching.

In the background of the global COVID-19 pandemic, the popularization of intelligent online teaching platforms dominated by advanced teaching technologies is accelerated. Pedagogy-Space-Technology (PST) framework learning space provides students high-quality teaching resources, the overall learning efficiency of students is dissatisfying because students lack intrinsic motivation to learn. Based on existing “intelligent teaching platforms of the PST framework” and combining with the principle of improving internal drive force of students through external guiding strategies, an experiment was designed in this study. The course Technical Analysis of the Financial Markets launched as an open online optional course for Chinese six undergraduate universities in 2021, and was chosen as the research example. Experimental data in 16 weeks were collected to analyze the effects of the PST framework learning space on overall intrinsic learning ability, staged academic performances, and online learning behaviors and improvement degree of intrinsic independent learning ability of students. The students’ independent learning ability is generally improved, but their attitude improvement is not obvious. The academic performances of students are generally improved, especially for students with low intrinsic independent learning ability. The online learning behaviors of students with low intrinsic independent learning ability are not dissatisfying, but their independent learning ability is improved significantly. In this study, the relationship between the PST framework learning space and learning efficiency of students was disclosed from the perspective of the internal-driving and external-guiding teaching model. The obtained conclusion provides a way for university teachers to provide students with emotional support, design multiple teaching technological activity combined strategies, offer external guidance with timely and high-efficiency feedbacks, and improve learning efficiency.

An innovative approach to education and teaching, with a deeper integration of teaching and learning through a deeper mix of learning and study was proposed. The new organisational format combines independent learning in the form of microlessons and flipped classrooms with communication and cooperation in forums. In the context of the rapid development of Internet + education, big data information technology, and the accelerated promotion of education informatization by the Ministry of Education, this paper studies how to use the blended learning model to achieve the deep integration of information technology and classroom teaching through the innovative form of “microlesson and flipped classroom,” so as to improve students’ independent learning ability. Taking the university course of dynamic web design as an example, this course aims to achieve the teaching objectives of this course by using a deep learning model to guide the deep integration of information technology and classroom in a blended learning mode.

Autonomous learning is a hot issue in current research in learning. The article firstly constructs an autonomous learning model based on dynamic fuzzy logic (DFL) theory and describes the independent behavior rules in detail. Further, a learning algorithm for the independent learning subspace is proposed. To verify the effectiveness of the DFL-based autonomic learning model, the authors selected college students majoring in English for Tourism as experimental subjects, divided the students into experimental and control groups, and compared their test results before and after the autonomic learning teaching experiment. The study results show that in the six-month experiment, the experimental group significantly improved in three aspects: study time, independent learning ability, and learning achievement. Specifically, upper-middle and middle-level students excelled in independent learning ability. In contrast, students at the lower-middle level showed significant improvement in terms of study time and academic performance, and these differences reached the level of extreme significance (p<0.01). In addition, in terms of the level of learning autonomy, the experimental group has higher indicators of learning autonomy level than the control group in all six dimensions, especially in the dimension of learning environment, the difference between the experimental group and the control group is as high as 52.53%. The study proves the effectiveness of the autonomy learning model based on dynamic fuzzy logic in enhancing students’ autonomy learning ability, especially in promoting the learning development of students at different levels showing significant advantages.

In view of the problems existing in the teaching of Java programming, in order to further improve the teaching quality of Java programming, a hybrid teaching model of flipping classroom and divided classroom based on project-driven was proposed. The problem-oriented, student-cantered teaching concept forms an effective teaching activity for teachers and students. With a complete project throughout the course, online learning is adopted to deeply explore students’ independent learning ability, assist the teaching of course content and group communication learning, combine the flipped classroom with the divided classroom to construct a hybrid teaching model. The experiment proves that under the project-driven teaching mode, the full use of the hybrid teaching of the flipped classroom and the divided classroom can greatly improve learning effect of students at different levels of knowledge, and students’ independent learning ability, innovation and creativity ability can also be improved accordingly.

The aim of this research is to improve students self efficacy through learning skill training at Psychology Department of UII. This research assumed that new college students having lower self efficacy. As mentioned by most psychologists, the individuals are expected to be responsible in order to gain optimum achievement from teenager to adulthood. Low self efficacy associates with teaching learning processes for college students. This research had employed experimental -design consisted of one group pretest and posttest. Subjects of this study were 144 new college students from Psychology Department of UII. Aspects of learning skill training measured were independent learner, effective learning, and present skill. This statistical analysis of t-test was used to examine differences between groups. The result shows that learning skill training can improve self efficacy for new college student (i=-2.438; p=0.016).