【摘要】：多維項(xiàng)目反應(yīng)理論描述了被試在測(cè)驗(yàn)項(xiàng)目或任務(wù)完成時(shí)與潛在特質(zhì)之間的關(guān)系,可以實(shí)現(xiàn)同時(shí)估計(jì)被試多個(gè)能力維度值,成為了現(xiàn)代測(cè)驗(yàn)理論發(fā)展的主要新進(jìn)展之一。為了進(jìn)一步驗(yàn)證多維項(xiàng)目反應(yīng)理論在實(shí)際測(cè)驗(yàn)中的有效應(yīng)用,本文將以學(xué)生的數(shù)學(xué)素養(yǎng)為研究?jī)?nèi)容,采用多維項(xiàng)目反應(yīng)理論進(jìn)行數(shù)據(jù)分析,充分挖掘測(cè)驗(yàn)信息,實(shí)現(xiàn)測(cè)驗(yàn)的認(rèn)知診斷功能。核心素養(yǎng)是當(dāng)前教育領(lǐng)域的熱詞。當(dāng)前核心素養(yǎng)開始成為新一輪課程改革深化的方向,同時(shí)也界定關(guān)鍵能力和必備品格是構(gòu)建終身學(xué)習(xí),全面可持續(xù)發(fā)展的的根基。2016年9月13日,《中國(guó)學(xué)生發(fā)展核心素養(yǎng)》總體框架正式發(fā)布,在教育界引起巨大反響�？v觀國(guó)內(nèi)外對(duì)學(xué)生數(shù)學(xué)素養(yǎng)的研究,主要集中在四個(gè)方面:數(shù)學(xué)素養(yǎng)內(nèi)涵及構(gòu)成要素的界定;數(shù)學(xué)素養(yǎng)的測(cè)量與評(píng)價(jià);數(shù)學(xué)素養(yǎng)的現(xiàn)狀及影響因素;以及數(shù)學(xué)素養(yǎng)的生成和培養(yǎng)機(jī)制。針對(duì)現(xiàn)有研究缺乏專門的數(shù)學(xué)素養(yǎng)測(cè)量工具、數(shù)據(jù)分析理論和方法值得進(jìn)一步改進(jìn)以及我國(guó)對(duì)數(shù)學(xué)素養(yǎng)的構(gòu)成要素間的內(nèi)在關(guān)系研究相對(duì)缺乏等問題,本研究以多維項(xiàng)目反應(yīng)理論為理論基礎(chǔ)貫穿整個(gè)研究。首先,基于小學(xué)數(shù)學(xué)素養(yǎng)的多維性特征,建構(gòu)數(shù)學(xué)素養(yǎng)之知識(shí)、能力和情感三個(gè)維度的測(cè)量框架,并結(jié)合經(jīng)典測(cè)量理論和多維項(xiàng)目反應(yīng)理論之項(xiàng)目選擇標(biāo)準(zhǔn)和測(cè)驗(yàn)質(zhì)量分析標(biāo)準(zhǔn),多次改進(jìn)自編測(cè)驗(yàn)最終形成小學(xué)六年級(jí)數(shù)學(xué)素養(yǎng)測(cè)評(píng)工具;然后基于經(jīng)典測(cè)量理論、探索性和驗(yàn)證性多維項(xiàng)目反應(yīng)理論,自編flexmirt和Conquest程序從不同角度驗(yàn)證了測(cè)評(píng)項(xiàng)目的維度結(jié)構(gòu)以及工具的信度和效度;之后基于測(cè)量工具的結(jié)構(gòu)以多維項(xiàng)目反應(yīng)理論為指導(dǎo)對(duì)927名小學(xué)生的數(shù)學(xué)素養(yǎng)水平進(jìn)行了群體診斷和個(gè)體診斷分析,并對(duì)不同群體被試進(jìn)行差異比較;最后,基于多維數(shù)據(jù)分析結(jié)構(gòu)簡(jiǎn)單探討了數(shù)學(xué)素養(yǎng)內(nèi)在構(gòu)成要素之間的關(guān)系。
[Abstract]:Multi-dimensional item response theory describes the relationship between the test item or task completion and the potential trait. It can simultaneously estimate multiple competency dimensions of the subjects. It has become one of the main new developments in the development of modern test theory. In order to further verify the effective application of multidimensional item response theory in practical tests, this paper will take students' mathematical literacy as the research content, adopt multidimensional item response theory to carry out data analysis, and fully mine test information. To realize the cognitive diagnostic function of the test. Core accomplishment is a hot word in the field of education. At present, the core accomplishment has become the direction of the new curriculum reform, and the key competence and essential material are also defined as the construction of lifelong learning. The foundation of comprehensive sustainable development. On September 13, 2016, the General Framework of "Chinese Student Development Core Literacy" was officially released, which caused a huge response in the educational circles. Throughout the study of students' mathematical literacy at home and abroad, it mainly focuses on four aspects: the definition of mathematical literacy connotation and constituent elements, the measurement and evaluation of mathematical literacy, the present situation and influencing factors of mathematical literacy; And mathematical literacy generation and training mechanism. In view of the lack of special mathematical literacy measurement tools, the theory and method of data analysis should be further improved, and the internal relationship between the elements of mathematical literacy is relatively lacking in China. This study is based on multi-dimensional item response theory and runs through the whole study. First of all, based on the multi-dimensional characteristics of primary school mathematics literacy, the measurement framework of knowledge, ability and emotion of mathematics literacy is constructed. Combining with the project selection standard of classical measurement theory and multi-dimensional item response theory and the test quality analysis standard, the self-made test is improved many times to form the mathematics literacy evaluation tool of grade six in primary school, and then based on the classical measurement theory, Exploratory and confirmatory multidimensional item response theory, self-compiled flexmirt and Conquest programs from different angles to verify the evaluation of the dimensional structure of the project and the reliability and validity of the tool; Then, based on the measurement tool structure, 927 primary school students' mathematical literacy level was analyzed by group diagnosis and individual diagnosis under the guidance of multidimensional item response theory, and the differences of different groups were compared. Based on the structure of multidimensional data analysis, the relationship between the internal elements of mathematical literacy is discussed.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5

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