“一对一”认知诊断与干预的实证研究——以小学数学“众数”问题为例  

An Empirical Study of "one to one" Cognitive Diagnosis and Intervention——Take the Primary Mathematics "Plural" as an Example

作　　者：魏雪峰[1] 崔光佐[2] 

机构地区：[1]鲁东大学教育科学学院,山东烟台264025 [2]北京师范大学教育学部,北京100875

出　　处：《现代教育技术》2015年第1期32-38,共7页Modern Educational Technology

基　　金：教育部人文社会科学研究青年基金项目"小学数学问题解决认知过程模拟及学习障碍诊断与干预研究"(项目批准号:12YJCZH213);山东省软科学研究计划项目(项目编号:2014RKB01389);鲁东大学引进人才基金项目(项目编号:LY2013035)阶段性成果

摘　　要：学习评价在注重学生学习结果的同时,更应关注学生的学习过程。然而,传统的测验大都采用"多人一测"、"多人一题"的纸笔测验形式,强调测试的结果,忽视学习过程。该文介绍了"一对一"认知诊断与干预的概念、目的与特点,选取小学数学"众数"这一典型的陈述性知识开展实证研究。"一对一"认知诊断与干预能够关注学生个性差异,提供个性化的学习支持服务,也为发挥新技术优势,为学习有困难的学生构建学习环境、提高智能化的诊断水平提供帮助。Learning assessment not only focuses on student learning outcomes, but also should pay attention to students＇ learning process. However, the traditional test mostly used the same questions for students in the form of written tests, emphasizing test results and ignoring the learning process. This paper introduces concepts, objectives and characteristics of the ＂one to one＂ cognitive diagnosis and intervention, and selects the primary mathematics ＂plural＂ for empirical research. ＂One to One＂ cognitive diagnosis and intervention can lay more emphasis on students＇ individual differences, provide personalized learning support services. It is also helpful to build learning environment for students with learning difficulties and improve the intelligent level of diagnosis based on the new technology.

关 键 词：小学数学 认知分析 “一对一” 认知诊断与干预 

分 类 号：G40-057[文化科学—教育学原理]