【作者】 李娟；

【导师】 吴敏；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2021， 硕士

【摘要】 精准把握学生的知识状态是开展有效教学和实现高效学习的前提。认知诊断模型能将学生潜在的知识结构(即属性)外显为可观察的属性掌握模式和掌握概率,获得翔实且较为准确的反馈信息,实现对学生的精确诊断。利用认知诊断理论测量学生认知结构的研究已较为丰富,但当前化学键教与学的相关研究多关注教材、迷思概念和教学策略,基于认知诊断理论进行化学键学习的测评研究还极少。研究主要利用文献法和测试卷调查法,在梳理属性及层级关系、认知诊断模型、化学键相关文献的基础上,编制了包含24个项目的《高三化学键概念认知诊断测试卷》。通过实证研究获得广西三所高中1200余名高三学生的测试数据,基于DINA模型分析不同学校的被试学生对该主题内容的掌握情况及差异。研究成果如下:(1)化学键概念包含七个认知属性,分别是离子键的基本概念、共价键的基本概念、分子间作用力、共价键的基本类型和特征、分子空间构型、配位键的基本概念、金属键的基本概念。相应的属性层级关系主要是由分支型和收敛型组合而成的混合类型。(2)不同学校学生在化学键概念认知属性的掌握模式和掌握概率方面存在差异,故最终所设计的学习路径图也不尽相同。(3)学生所得总分与化学键属性掌握模式之间是既不充分也不必要的关系。总分相同,属性掌握模式可能相同也可能不同;相同的属性掌握模式也可能有多种分数分布。(4)相比于单一的分数,化学键属性掌握模式能更全面地反映学生的知识状态。研究通过对高三学生化学键概念的诊断测试,表明基于DINA模型的认知诊断在化学学科领域的测量方面具有一定的适用性。最后基于上述研究成果,从评价理念、教学方式和学习策略三个方面给教师及学生提出了对策建议。更多还原

【Abstract】 Precision grasp of students’ knowledge status is the premise of effective teaching and efficient learning.Cognitive Diagnosis Models(CDMs)can make students’ latent knowledge structure(namely attribute)explicit as patent attributes mastering mode and probability,obtain detailed and accurate feedback information,and realize accurate diagnosis against students.There are many researches on measuring students’ cognitive structure by using CDMs.However,more studies on teaching and learning in Chemical Bond pay attention to teaching materials,misconceptions,and teaching strategies,but little research on the assessment of chemical bond learning based on CDMs.The main research methods of this study are literature review and test paper survey method.Based on combing the attribute and hierarchical relationship,cognitive diagnosis model,chemical bond-related literature,we compile “a cognitive diagnosis test paper of the chemical bond concept in senior three”(24 items).Through empirical research to obtain the data of more than 1200 senior high school students in three senior high schools in Guangxi,analyzing the students’ mastery of the subject content and the difference in different schools based on DINA model.The results are as follows:(1)the chemical bond concept includes seven cognitive attributes,namely,the basic concepts of ionic bond,the basic concepts of covalent bond,intermolecular force,basic types and characteristics of covalent bond,molecular space configuration,the basic concepts of coordination bond,the basic concepts of metal bond.The corresponding attribute hierarchy is a mixed type composed of branching type and convergent type.(2)Students in different schools have different mastery modes and probabilities of chemical bond cognitive attributes,so the final designed learning paths are not the same.(3)The relationship between students’ total score and the mastery modes of chemical bond attributes is neither sufficient nor necessary.For the same total score,the mastering attributes may be the same or different;for the same mastering attributes,there may be multiple score distributions.(4)Compared with a single score,the mode of mastering chemical bond attributes can more comprehensively reflect students’ knowledge status.Through the diagnostic test of the chemical bond concept of senior three students,this study shows that the cognitive diagnosis based on the DINA model has some applicability in the assessment of chemical discipline.Finally,based on the above research results,we put forward countermeasures for teachers and students from three aspects of evaluation concept,teaching methods,and learning strategies.更多还原