本文關(guān)鍵詞： 認(rèn)知診斷 兒童 數(shù)學(xué)學(xué)力 學(xué)力結(jié)構(gòu) 測(cè)評(píng)　出處：《內(nèi)蒙古師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

【摘要】：“學(xué)力”是動(dòng)態(tài)、發(fā)展的,對(duì)其內(nèi)涵的解讀與結(jié)構(gòu)的測(cè)評(píng),始終會(huì)受到特定時(shí)代理想與教育需求的雙重制約。時(shí)至今日,伴隨著學(xué)力觀的本質(zhì)超越與外延拓展,數(shù)學(xué)學(xué)力在基礎(chǔ)教育綜合質(zhì)量測(cè)評(píng)研究中的地位也不斷得到提升。而由此所引發(fā)的則是世界各國(guó)日益重視對(duì)兒童數(shù)學(xué)學(xué)力發(fā)展的大規(guī)模動(dòng)態(tài)監(jiān)測(cè)與過程性評(píng)估。在這一時(shí)代背景之下,新一代心理與教育測(cè)量理論的代表——認(rèn)知診斷理論,逐漸顯露出其特有的優(yōu)勢(shì),即能夠?qū)y(cè)驗(yàn)總分背后所隱藏的內(nèi)部心理加工過程進(jìn)行更細(xì)致、準(zhǔn)確的探測(cè),從而實(shí)現(xiàn)對(duì)兒童個(gè)體認(rèn)知水平的診斷和群體能力發(fā)展特征的比較。本研究以正處于基礎(chǔ)性數(shù)學(xué)學(xué)力發(fā)展關(guān)鍵期的6?12歲兒童為研究對(duì)象,以其數(shù)學(xué)學(xué)力的發(fā)展水平與結(jié)構(gòu)性特征診斷為研究目的,按照現(xiàn)代認(rèn)知診斷理論的研究范式,首先構(gòu)建了兒童關(guān)鍵數(shù)學(xué)學(xué)力認(rèn)知模型;然后據(jù)此編制了《兒童數(shù)學(xué)學(xué)力認(rèn)知診斷測(cè)驗(yàn)(1?6年級(jí))》;最后對(duì)隨機(jī)抽取的6所學(xué)校共8289名1?6年級(jí)兒童的數(shù)學(xué)學(xué)力發(fā)展現(xiàn)狀進(jìn)行了大規(guī)模實(shí)測(cè)。此外,為了更深入地分析兒童數(shù)學(xué)學(xué)力落差形成的原因,還自編《兒童數(shù)學(xué)學(xué)力影響因素調(diào)查問卷》(包括教師和家庭兩個(gè)分問卷),并進(jìn)行了同步調(diào)查。最終得到如下結(jié)論:(1)所構(gòu)建的兒童數(shù)學(xué)學(xué)力認(rèn)知模型基本完備且合理。本研究不僅從兒童數(shù)學(xué)問題解決的心理加工過程、《全日制義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)(2011版)》和《全日制小學(xué)數(shù)學(xué)教科書(人教社,2013版)》等多方面,論證了該模型的理論基礎(chǔ),而且還基于實(shí)測(cè)數(shù)據(jù)對(duì)其完備性與合理性進(jìn)行了量化驗(yàn)證。結(jié)果顯示:所構(gòu)建之認(rèn)知模型具備了理論分析和實(shí)測(cè)數(shù)據(jù)的雙重佐證。(2)自編《兒童數(shù)學(xué)學(xué)力認(rèn)知診斷測(cè)驗(yàn)(1?6年級(jí))》基本達(dá)到了測(cè)量學(xué)要求。本研究綜合運(yùn)用CTT、IRT和CDT等不同方法,對(duì)六個(gè)年級(jí)診斷測(cè)驗(yàn)的質(zhì)量進(jìn)行了綜合分析。結(jié)果表明:自編診斷測(cè)驗(yàn)可以為進(jìn)一步研究?jī)和瘮?shù)學(xué)學(xué)力發(fā)展提供較為穩(wěn)定且可靠的信息源。(3)所選特定認(rèn)知診斷模型對(duì)實(shí)測(cè)數(shù)據(jù)的分析結(jié)果較為有效且可信。本研究分別從宏觀的兒童數(shù)學(xué)學(xué)力水平和微觀的關(guān)鍵數(shù)學(xué)學(xué)力屬性掌握模式及概率等維度,對(duì)各學(xué)校兒童數(shù)學(xué)學(xué)力的發(fā)展特征進(jìn)行了比較分析。結(jié)果表明:所選廣義診斷模型(General Diagnostic Model,GDM)與大規(guī)模實(shí)測(cè)數(shù)據(jù)具有良好的擬合性,且對(duì)各關(guān)鍵數(shù)學(xué)學(xué)力屬性的分類準(zhǔn)確性與一致性均較高。(4)對(duì)兒童數(shù)學(xué)學(xué)力影響因素的分析結(jié)果與理論假設(shè)基本一致。本研究分別從兒童智力、非智力、學(xué)業(yè)成就,其及家庭、教師等多方面因素,對(duì)兒童數(shù)學(xué)學(xué)力的影響因素結(jié)構(gòu)及其路徑關(guān)系進(jìn)行了分析。結(jié)果表明:各年級(jí)兒童數(shù)學(xué)學(xué)力與其數(shù)學(xué)學(xué)業(yè)成績(jī)均呈現(xiàn)極其顯著的正相關(guān),而其他各影響因素對(duì)數(shù)學(xué)學(xué)力的影響關(guān)系則在不同年級(jí)段呈現(xiàn)出不同的特點(diǎn),但均與本研究理論假設(shè)基本一致。(5)基于認(rèn)知診斷結(jié)果的教學(xué)補(bǔ)救建議具有較強(qiáng)的可操作性。本研究針對(duì)認(rèn)知診斷測(cè)評(píng)中所發(fā)現(xiàn)的主要問題,分別從學(xué)校教育和家庭影響兩個(gè)方面,對(duì)不同年級(jí)段兒童提出了一些兼具理論性與可操作性的教學(xué)補(bǔ)救建議。綜上所述,本研究立足于新一代測(cè)驗(yàn)理論——認(rèn)知診斷理論,對(duì)兒童數(shù)學(xué)學(xué)力的測(cè)評(píng)方法與實(shí)踐路徑進(jìn)行了較為廣泛的探索,并最終實(shí)現(xiàn)了對(duì)小學(xué)六個(gè)年級(jí)段兒童數(shù)學(xué)學(xué)力的跨年級(jí)參數(shù)等值與診斷分析。研究的創(chuàng)新之處主要體現(xiàn)在以下四個(gè)方面:第一,以對(duì)基于學(xué)習(xí)心理結(jié)構(gòu)的兒童數(shù)學(xué)學(xué)力結(jié)構(gòu)觀的深入分析為依據(jù),建構(gòu)了具有可操作性的兒童關(guān)鍵數(shù)學(xué)學(xué)力認(rèn)知模型,對(duì)于深化兒童數(shù)學(xué)認(rèn)知診斷研究具有一定的理論價(jià)值與實(shí)踐意義。第二,自編《兒童數(shù)學(xué)學(xué)力認(rèn)知診斷測(cè)驗(yàn)(1?6年級(jí))》,實(shí)現(xiàn)了對(duì)小學(xué)全年級(jí)段兒童數(shù)學(xué)學(xué)力的整體認(rèn)知診斷與測(cè)評(píng),既可以為后續(xù)相關(guān)研究提供必要的方法借鑒,也可以為認(rèn)知診斷技術(shù)的實(shí)踐推廣積累必要的實(shí)踐經(jīng)驗(yàn)。第三,自編R語(yǔ)言程序,進(jìn)行的基于大規(guī)模實(shí)測(cè)數(shù)據(jù)的認(rèn)知診斷研究,可以為國(guó)內(nèi)教育認(rèn)知診斷測(cè)評(píng)實(shí)踐探索新的技術(shù)路徑。第四,基于IRT的兒童數(shù)學(xué)學(xué)力等值設(shè)計(jì),有助于進(jìn)一步深化國(guó)內(nèi)測(cè)驗(yàn)等值技術(shù)的實(shí)踐研究。當(dāng)然,大規(guī)模教育認(rèn)知診斷與測(cè)評(píng)是一項(xiàng)系統(tǒng)工程,其中任何一個(gè)環(huán)節(jié)出現(xiàn)紕漏都有可能影響研究的整體質(zhì)量,甚至完全背離教育認(rèn)知診斷的本質(zhì)追求。雖然本研究的初衷是試圖通過一次完整的兒童數(shù)學(xué)學(xué)力認(rèn)知診斷與測(cè)評(píng)研究,從認(rèn)知模型構(gòu)建、診斷測(cè)驗(yàn)開發(fā)、實(shí)測(cè)數(shù)據(jù)分析、診斷結(jié)果報(bào)告等各個(gè)環(huán)節(jié)進(jìn)行大膽嘗試,以盡可能深刻地窺探新一代心理測(cè)量理論與教育認(rèn)知診斷技術(shù)的核心奧秘。但由于研究者的時(shí)間、精力和學(xué)識(shí)所限,致使研究中仍不可避免地存在一些遺憾與不足:第一,雖然分別從質(zhì)性分析和實(shí)證量化兩個(gè)方面,對(duì)兒童數(shù)學(xué)學(xué)力認(rèn)知模型的合理性與完備性進(jìn)行了綜合驗(yàn)證,但由于尚缺乏更多外部效度證據(jù)的支持,可能會(huì)使該模型在今后測(cè)量實(shí)踐中的大范圍推廣應(yīng)用受到一定程度的影響。第二,雖然各年級(jí)診斷測(cè)驗(yàn)編制的全過程都盡量嚴(yán)格按照認(rèn)知診斷理論的技術(shù)規(guī)范進(jìn)行操作,且在試測(cè)中也獲得了較為理想的測(cè)量學(xué)指標(biāo)。但在大規(guī)模正式測(cè)驗(yàn)數(shù)據(jù)的分析過程中,仍然發(fā)現(xiàn)各年級(jí)測(cè)驗(yàn)中均有個(gè)別項(xiàng)目的部分指標(biāo)不夠理想。第三,雖然本研究采用整群隨機(jī)抽樣的方法選取了六所不同類型學(xué)校近萬(wàn)名兒童及其家長(zhǎng)參與了測(cè)評(píng)調(diào)查。但是在數(shù)據(jù)分析時(shí)仍然發(fā)現(xiàn)測(cè)試學(xué)校的代表性有限,所選優(yōu)勢(shì)學(xué)校兒童的數(shù)學(xué)學(xué)力水平及屬性掌握概率并沒有如所預(yù)期的那樣大幅度高于薄弱學(xué)校兒童。第四,雖然已經(jīng)對(duì)兒童數(shù)學(xué)學(xué)力認(rèn)知診斷的前五個(gè)環(huán)節(jié)(認(rèn)知模型構(gòu)建、診斷測(cè)驗(yàn)編制、診斷模型開發(fā)/選擇、診斷結(jié)果報(bào)告、提出補(bǔ)救教學(xué)建議)做了較為廣泛而深入的探討,但囿于研究者的時(shí)間與精力,并沒有實(shí)施認(rèn)知診斷評(píng)估的最后一個(gè)環(huán)節(jié),即補(bǔ)救教學(xué)干預(yù)。以上不足將成為本研究后續(xù)努力的拓展方向。
[Abstract]:"Knowledge" is dynamic, development, evaluation and interpretation of the structure of its connotation, will always be influenced by the ideal and the educational needs of the specific times. Today, with the essence of educational view transcendence and extension, math in the study status of evaluation of comprehensive quality of basic education in continuous improvement. Caused by the countries all over the world pay more attention to monitoring and evaluation of large scale dynamic process on the development of children's mathematics ability. Under this background, a new generation of psychological and educational measurement theory is representative of cognitive diagnosis theory, gradually revealing its unique advantages, internal psychological processes that can be hidden on the test the total score behind the more detailed, more accurate detection, so as to realize the diagnosis and the ability of the group development characteristics of children's cognitive level. In this study, it is the foundation of The key period of math development in 6? 12 years old children as the research object, with the level of development of math and structural characteristics of diagnosis for research purposes, according to the research paradigm of modern cognitive diagnosis theory, firstly build the children key math cognitive model; then the preparation of the "children's math cognitive diagnostic test (1? Grade 6) >; finally 6 schools were randomly selected for a total of 8289 1? On a large scale measured math development status of grade 6 children. In addition, in order to more in-depth analysis of children's mathematics ability gap formation, but also by < math children factors questionnaire > (including teachers and two families), and the questionnaire survey. The final conclusions are as follows: (1) children's math cognitive model constructed by the basic complete and reasonable. This research not only from the children's psychological process of mathematical problem solving Process of "full-time compulsory education mathematics curriculum standard (2011 Edition) > and < full-time primary school mathematics textbooks (PEP, 2013 Edition) > etc, demonstrates the theoretical basis of the model, but also based on the measured data of the completeness and rationality of the quantitative validation. The results showed: with the dual evidence theoretical analysis and experimental data of the cognitive model. (2) self < math children cognitive diagnosis tests (1? 6 grade) > meets the measurement requirements. In this study the integrated use of CTT, IRT and CDT of different methods on the quality of the six grade test are analyzed. The results show that the self diagnostic test can provide a more stable and reliable source of information for further research on the development of children's mathematics ability. (3) the selected specific cognitive diagnosis model of measured data analysis results are effective and credible. This research respectively from the macro The children's math level and micro key math model and attribute mastery probability dimension, the development features of the school children's mathematical ability were analyzed. The results show that the selected generalized diagnosis model (General Diagnostic Model, GDM) and the massive measured data has good fitting, and the classification accuracy of each key math attributes and consistency were higher. (4) the results of the analysis factors of children's mathematics ability influence and theoretical assumptions are basically consistent. This study from children's intelligence, non intelligence, academic achievement, and the family, many factors such as teachers, the factors of influence on children's mathematics ability structure and path relationship the analysis. The results show that all children in grade math and math achievement showed extremely significant positive correlation, and other factors the impact of the mathematics study of the relationship between It shows different characteristics in different grades, but with the theoretical assumptions consistent. (5) teaching remedial suggestions based on the results of cognitive diagnosis has strong operability. This study focused on the main problems found in the evaluation of cognitive diagnosis, separately from the school education and family influence on two aspects. Children of different grades and puts forward some theoretical and practical teaching remedial suggestions. To sum up, this research is based on a new generation of test theory, cognitive diagnostic theory, the evaluation method of children's mathematical ability and the path of practice is explored extensively, and eventually realize the cross grade diagnosis and analysis of equivalent parameters primary school children from grade one to grade six in math. The research of innovation is mainly reflected in the following four aspects: first, to children's math learning psychology structure structure based on concept The in-depth analysis as the basis, with the construction of key children math cognitive model operation, and has certain theoretical and practical significance to deepen children's mathematical cognitive diagnosis research. Second, < math by children's cognitive diagnosis tests (1? 6 grades) >, to achieve the overall diagnosis and evaluation of children's Mathematical Cognition the whole academic grades of primary school, can not only provide the necessary method for the follow-up study of reference, can also promote the practice of cognitive diagnosis technology accumulated the necessary experience. Third, compiled by R language program, the study of cognitive diagnosis scale based on measured data, can provide the domestic education cognitive diagnosis evaluation practice new technology path. Fourth, children's math equivalent based on the IRT design, the practice research is helpful to further deepen the domestic test equating technology. Of course, the large scale cognitive education The diagnosis and evaluation is a systematic project, in which a part of any flaws are likely to affect the overall quality of the essence of education, or even a complete departure from the pursuit of cognitive diagnosis. Although the purpose of this study is trying to complete a children's math cognitive research on diagnosis and evaluation, constructed from a cognitive model, diagnostic test development and the data analysis, the diagnosis results were reported in all aspects of a bold attempt, as far as possible to the core mystery deeply into a new generation of psychological measurement theory and education cognitive diagnosis technology. But because of the time, energy and knowledge is limited, the research is still inevitably has some insufficiencies: first, though from two aspects of qualitative and quantitative, rationality and completeness of children's math cognitive model to conduct a comprehensive verification, but due to the lack of more Many external validity evidence, may make the model widely applied in surveying practice in a certain extent affected. Second, although each grade diagnosis test for the whole process to strictly in accordance with the technical specifications of cognitive diagnosis theory for operation, and the test also obtained the ideal measurement index. But in the process of analyzing large-scale formal test data, and still found that some indexes were all grade tests of individual projects is not ideal. Third, although this study using cluster random sampling method to select six schools of different types of nearly 10000 children and their parents participated in the survey. But still found the school test the representative in the data analysis, math level and the properties of the selected advantage of school children to master the probability is not as expected greatly higher than Weak school children. Fourth, although have on children's math cognitive diagnosis before five aspects (cognitive model, diagnostic test, diagnosis model development / selection, diagnosis report, proposed remedial teaching suggestions discussed) more and more widespread, but limited by the time and energy, and not the implementation of the last part of Cognitive Diagnostic Assessment, namely remedial teaching intervention. The above issues will be the development direction of the following research efforts.

【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842.1

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