A Study of Multi-Objective Decision Analysis in Educational Behavior and Its Implementation Path in Individualized Instruction

Teachers’ educational decision-making behavior is a deep factor affecting the quality of teaching and has a guiding role in the whole process of teaching activities. In this paper, lagged sequence analysis is used to focus on comparing the differences in multi-objective educational decision-making behaviors between backbone teachers and novice teachers. At the same time, a collaborative filtering recommendation algorithm based on improved cosine similarity combining teacher users and teaching resources is designed to achieve personalized teaching resources recommendation for teachers. And the personalized teaching path for teachers was designed by combining the characteristics of teachers’ educational decision-making behaviors. In terms of static decision-making behavior, backbone teachers pay more attention to cognitive decision-making, while novice teachers pay more attention to procedural decision-making. In terms of dynamic decision-making behavior, backbone teachers’ decision-making strategies are more balanced and diverse and goal-focused than novice teachers. The personalized teaching path of this paper is much better than traditional teaching methods in actual teaching experiments, and there is a highly significant difference between the pre and post-test scores of students in the experimental group using the path (p=0.000<0.01), and teachers are more satisfied with the accuracy of the resource recommendation and the teaching effect of the path. The personalized teaching path designed in this paper helps teachers' educational decision-making in teaching and provides a feasible implementation path for personalized teaching.