摘要

解构数字时代教育变革中高校学困生的诱因风险，揭示其在学习历时性演进中的变化规律，是有效防范和化解学业风险的先决条件。通过质性访谈，在明晰高校学困生诱因识别体系的基础上，运用动态主题建模法厘清高校学困生的演化机理。研究发现，技术僭越加速的交互失衡、过度量化引发的认知偏差以及惰性习惯催生的脱域孤立是引发高校学困生的主要诱因；历经舆论偏差诱导的敏感萌芽期、技术风险导致的风险弹性期、惯性趋同致使的学困成熟期三阶段的演化机理。需从搭建基于多模态知识图谱的供需匹配路径，汇聚基于人机协同的多样态学困治理模式，建构基于多元主体联动的全流程监管体系三个关键层面着手，全面化解学业风险挑战，助力高等教育人才培养高质量发展。

Abstract

Identifying the characteristic inducement risks of learning difficulties among college students amidst the digital education transformation and tracking their development over time are crucial for preventing academic risks. This study develops a framework for identifying the causes of learning difficulties through qualitative interviews and uses dynamic topic analysis to further explicate how these triggers evolve. Consequently, the study highlights three major inducers of learning difficulties, including interaction imbalance exacerbated by technological usurpation, cognitive bias triggered by excessive quantification, and social alienation and isolation fueled by deep-rooted inert habits. And the evolutionary mechanism of learning difficulties involves three stages, namely a sensitive germination period influenced by public opinion bias, a risk elasticity period due to technological risk, and a maturity period from inertial convergence. To effectively tackle the challenges, a multifaceted approach is needed, such as creating a supply-demand matching framework with multimodal knowledge mapping, implementing a learning risk management model based on human-computer collaboration, and establishing a comprehensive supervision system involving multiple stakeholders. These strategies are designed to enhance talent cultivation within higher education.

关键词

高校学困生；诱因识别；演化机理；数字化教育

Key words

college students with learning difficulties; inducement identification; evolution mechanism; digital education

原文链接：数字时代教育变革视域下高校学困生的诱因识别与演化机理研究