【作者】 李丽；

【导师】 蔡艳；

【作者基本信息】 江西师范大学 ， 应用心理硕士（专业学位）， 2016， 硕士

【摘要】 国家教育部学生的全面发展非常重视,空间能力作为智力结构的重要组成部分,其发展也备受重视。因此,如何准确地评估学生的空间能力发展水平,有效地促进个体空间能力水平的发展就成为了一个重要的任务。但目前关于空间能力的测验只能提供一个笼统的分数,而认知诊断恰恰能够提供丰富的诊断信息,还能对个体的认知发展情况进行认知评估,促进个体的健康发展。本研究从属性多级化模型出发,对中学生空间能力进行了诊断。首先解决“属性结构”,然后编制试题。为此,本研究在文献综述的基础上采用李洪玉、林崇德的研究成果,得到了四个认知成分:空间知觉能力、空间记忆能力、空间想象能力、空间思维能力。根据析出的认知成分以及认知诊断编制理论,编制属性多级化的测验Q矩阵,参考已有测验编制测验项目,后由一线几何教师进行审查修改,最后随机选取了3个年级进行了测试,最终得到一份共39道题的正式测验,测验结果如下:1.编制的测验的信效度较为理想。其中测验的Cronbach’s Alpha为0.902。2.通过PA-DINA与DINA模型的诊断结果对比,验证了PA-DINA在多级化属性测验中的可靠性。3.PA-DINA模型的诊断,得出被测学生的空间掌握模式共计152种。其中24掌握模式占全部掌握模式的50.6%。诊断出的学生的空间能力掌握模式可以得到学生在具体能力发展上存在的欠缺。4.从空间能力的整体掌握情况,中学生的空间知觉能力,空间记忆能力、空间想象能力,空间思维能力均达到显著差异。5.中学生的空间能力发展并不存在明显的性别差异,除空间知觉能力外,各项空间能力差异均不显著。6.成绩处在相同等级水平的学生和处在不同等级水平的学生在空间能力发展方面也存在差异。几何平均成绩相同的学生其空间能力属性掌握模式不一定相同,同样,空间能力属性掌握模式相同的学生其几何成绩也不一定相同。7.在对个案分析发现,基于认知诊断的评估结果,能够能够提供更详尽的学生空间能力信息,从而为有针对性的训练提供服务。更多还原

【Abstract】 The Ministry of Education more and more pay attention to the all-round development of students’ potential, The development of spatial abilityalso is importance, as an important part of intelligence structure. Therefore,it is become an important task that how to accurately assess the level of the students’ space ability and promote the development of individual spatial ability.The Cognitive Diagnosis not only can provides a wealth of diagnosticmessages, but also can assess the situation of individual cognitive.This research for thiscontent on the high student spatial ability difficulties diagnosis.To students’ spatial ability,it is important to solve the diagnosis is “cognitive components are identified”, then is the cognitive test is completed.Therefore,this study on thebasis of literature research, adoptthe achievements of Li Hongyu, chongde Lin,Gottwocognitivecomponents:spatialperception,spatialmemory,spaceimagination and spacethinking. According to the cognitive component and cognitive diagnosis theory, preparedthe test Q matrix and prepared the test item reference of the existing test. Compiled andmodified by geometry teachers. Three gradesrandomly selected were tested and got atest contains 39 questions. The are as follows:1.The test of The Cronbach’s Alpha was 0.902,There was a high correlationbetween attributes of the diagnosis of the PA-DINAmodelandtheassessmentofthe Students’ average geometry results,whichmeantthatthereliability and validitywas well.2.PA- DINAwas better than traditional DINA on validity and diagnosis results,Through the the diagnosis ofPA- DINA compared with DIAN model.So that the PA-DINAmodel is more suitable than the DINAmodelfor the test that have polytomous attributes.3According to the PA-DINA model,we got 152 species of master mode of spatial ability,Among them,24 of master model accounted for 50.6% of all master mode.We can find those related knowledge parts the students should consolidate because of the lack of some capacities.4.From the perspective of the overall situation of master of spatial ability,it was significant differences about the ability of the spatial perception, spatial memory, space imagination and space thinking in three grades.5.Besides the ability of spatialperception,there is no significant difference between male and female students in the development of the spatial ability。6.Students in the same level of the geometric achievement and different level of the geometric achievement are unevenly developed on spatial ability.The students have the same scores,but it doesn’t mean they have the same master mode,in the meantime,the students have the same master mode does not mean that they can get a same score.7.The result of assessment based on cognitive diagnosis was better for cases analysis, which could provide more detailed assessment information, so as to serve targeted practice.更多还原