本文關(guān)鍵詞：3-4年級漢語單字詞閱讀測驗(yàn)的編制　出處：《湖南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 單字詞 閱讀測驗(yàn) 3—4年級 IRT 信效度 等值

【摘要】：目的:本研究是根據(jù)漢字的特性,在前人編制的閱讀測驗(yàn)工具的基礎(chǔ)上,采用IRT理論編制了三套針對3—4年級的單字詞的閱讀測驗(yàn)并建立標(biāo)準(zhǔn)化的單字詞項(xiàng)目庫,為學(xué)生提供了單字詞測評工具,為以后的漢語閱讀及閱讀障礙等研究提供有效的,標(biāo)準(zhǔn)化的原材料。方法:本研究首先通過前人對于漢字特性以及對漢字認(rèn)知加工的研究,從小學(xué)課本中按漢字的語音、結(jié)構(gòu)、字義以及使用頻度進(jìn)行歸納總結(jié);其次對學(xué)生在日常學(xué)習(xí)過程中常見的字詞錯誤進(jìn)行收集和總結(jié),對語文教師進(jìn)行訪談,在其指導(dǎo)下完成項(xiàng)目編制。最后,通過個別施測與正式施測,根據(jù)數(shù)據(jù)分析結(jié)果對項(xiàng)目進(jìn)行篩選或者修正。在本研究中,一共形成A、B、C三套平行題本,題本項(xiàng)目分別是108,102和103。正式施測樣本抽取了長沙市城鎮(zhèn)和農(nóng)村地區(qū)6所3—4年級學(xué)生,共獲得有效樣本1067份。其中,三、四年級分別是596和471人男生556人,女生511人。結(jié)果:1.根據(jù)經(jīng)典測驗(yàn)項(xiàng)目分析:三個題本的測驗(yàn)的項(xiàng)目難度總體偏易,測驗(yàn)難度在0.5—1之間所占的比例為76.8%。三個測驗(yàn)的項(xiàng)目的鑒別力指數(shù)尚可,鑒別力指數(shù)≥0.2的項(xiàng)目占總項(xiàng)目數(shù)的56%。2.單維性假設(shè)分析:采用探索性因素分析,三套測驗(yàn)的第一特征值與第二特征值的比值接近或者大于3,表明三個平行測驗(yàn)均符合IRT理論假設(shè)中的單維性假設(shè)。3.IRT項(xiàng)目分析:各個項(xiàng)目的三參模型的難度參數(shù)b在[-5.429,4]之間,其中在[-3,3]之間項(xiàng)目數(shù)為260個,占總項(xiàng)目的83%,其中在[-3,0]之間的占74%,三套測驗(yàn)的平均難度系數(shù)在[-1.155—-0.484]之間,總體看來,三套測驗(yàn)整體項(xiàng)目偏容易;項(xiàng)目區(qū)分度a在[0.296,2.608]之間,其中a"g0.5的項(xiàng)目占總項(xiàng)目的88.5%,三套測驗(yàn)的平均區(qū)分度[0.817,0.915]之間,其區(qū)分度比較好;項(xiàng)目的猜測系數(shù)c在[0.096,0.492]之間,其中c≤0.4的項(xiàng)目占總項(xiàng)目的92%,三套測驗(yàn)的平均猜測系數(shù)在[0.297,0.321]之間。項(xiàng)目特征曲線的峰值偏左并且難度參數(shù)表明,項(xiàng)目的難度大部分偏易。4.信度:A、B、C三個版本的測驗(yàn)信息最大函數(shù)值在16.32—28.20之間,測驗(yàn)信度較高。5.效度:通過分析結(jié)構(gòu)效度采用驗(yàn)證性因素分析,證明本量表與前人所研究的結(jié)構(gòu)框架一樣,并且各種擬合指數(shù)都符合心理測量學(xué)指標(biāo)。6.等值性:采用外錨的形式,使用RUMM軟件將ABC三個平行卷進(jìn)行了等值。7單字詞分類:本次一共選取了704個字進(jìn)行研究,根據(jù)各個項(xiàng)目的結(jié)果將字分成四類,一類字290個,將其歸為一類字。二類字202個,三類字200個,四類字祥、詳、的、地等在學(xué)生學(xué)習(xí)過程中容易混淆的易錯字。結(jié)論:1.三套測驗(yàn)的項(xiàng)目質(zhì)量優(yōu)良并且題本信效度良好。2.采用外錨設(shè)計(jì),將ABC三套試卷進(jìn)行了等值。3.建立了標(biāo)準(zhǔn)化的3—4年級閱讀測驗(yàn)的量表,為以后的漢語閱讀及閱讀障礙等研究提供有效的,標(biāo)準(zhǔn)化的原材料。
[Abstract]:Objective: according to the characteristics of Chinese characters, this study is based on the reading test tools developed by predecessors. Using IRT theory, three sets of single word reading tests for 3-4 grades are compiled and standardized single word item database is established, which provides students with a single word test tool. To provide effective and standardized raw materials for the further study of Chinese reading and dyslexia. Methods: firstly, this study is based on the previous studies on the characteristics of Chinese characters and the cognitive processing of Chinese characters. From the primary school textbooks according to the pronunciation, structure, meaning and frequency of use of Chinese characters to sum up; Secondly, it collects and summarizes the common mistakes in the students' daily learning, interviews the Chinese teachers, and completes the project under their guidance. Finally, through the individual test and formal test. According to the results of data analysis, the items were screened or corrected. In this study, three sets of parallel questions were formed, which were 108. 102 and 103.The official test samples were collected from 6 students of grade 3-4 in Changsha city, town and rural areas. A total of 1067 valid samples were obtained. The fourth grade was 596 and 471 male 556 and female 511 respectively. Results: 1. According to the analysis of classical test items: the difficulty of the three test items is relatively easy. The proportion of difficulty was between 0.5-1 and 76.8.The discriminant index of the three items was fair. One dimensional hypothesis analysis: using exploratory factor analysis, the ratio of the first eigenvalue to the second eigenvalue of the three sets of tests was close to or greater than 3. The results show that the three parallel tests are consistent with the one-dimensional hypothesis of the IRT hypothesis. 3.IRT item analysis: the difficulty parameter b of the three-parameter model of each item is obtained in the. [Between 5.429 and 4], in which the. [The number of projects between-3 and 3 is 260, accounting for 833 of the total. [The average difficulty coefficient of the three sets of tests was at. [-1.155-0.484], overall, the overall items of the three sets of tests are relatively easy; [0.296 / 2.608], in which a "g 0.5 items account for 88.5% of the total items, and the average differentiation of the three sets of tests is significant." [In the range of 0.817 ~ 0.915], the degree of differentiation is better; the guess coefficient c of the project is as follows:. [0. 096 / 0. 492], where c 鈮，

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