高中平面向量的认知诊断研究
An Empirical Research of Cognitive Diagnosis for Two-Dimensional Vector in High School
秦海江 1霍学晨 2郭磊3
作者信息
- 1. 西南大学 心理学部,重庆 400715;贵阳市第三十七中学,贵州 贵阳 550003
- 2. 厦门双十中学,福建 厦门 361009
- 3. 西南大学 心理学部,重庆 400715;中国基础教育质量监测协同创新中心西南大学分中心,重庆 400715
- 折叠
摘要
为探索学生潜在认知结构,改善目前教育评价中"唯分数"的窘境.基于认知诊断评估理论构建了一份针对高中平面向量知识的诊断性测验.质量验证表明该测验具有良好的区分度与难度,Q矩阵与属性层级关系构建合理,可用于对高中生关于平面向量知识的掌握情况进行探究与诊断分析.认知诊断技术的分析方法可以分别针对群体与单独个体提供详细的诊断反馈,并针对学生实际的认知结构进行相应的补救教学或教学指导.同时以学生的能力水平与掌握属性模式构建的学习进阶路径,可以为教师教学与学生自主学习提供借鉴与指导.
Abstract
In order to explore students'potential cognitive structures and improve the current"score-based"dilemma in educational evaluation,we developed and administered a diagnostic test for high school two-dimensional vector knowledge based on cognitive diagnostic assessment(CDA).Quality verification shows that the test has good discrimination and difficulty,the Q matrix and attribute hierarchical relationship are reasonably constructed,and can be used to explore and diagnose high school students'mastery of two-dimensional vector knowledge.The analysis method of cognitive diagnostic technology can provide detailed diagnostic feedback for groups and individuals respectively,and provide corresponding remedial teaching or teaching guidance based on students'actual cognitive structure.Meanwhile,the advanced learning path constructed based on students'ability level and mastery attribute model can provide reference and guidance for teachers'teaching and students'independent learning.
关键词
认知诊断/教育评价/平面向量/测验编制Key words
cognitive diagnosis/educational evaluation/two-dimensional vector/test construction引用本文复制引用
基金项目
中央高校基本科研业务费专项(SWU2109222)
出版年
2024
国家科技期刊平台
NSTL
万方数据