学业质量标准的建立途径：基于认知诊断的学习进阶方法  

The Approach to Establishing Achievement Standard:The Learning Progressions Based on Cognition Diagnostic

作　　者：辛涛[1] 乐美玲[1] 郭艳芳 姜宇[1] 

机构地区：[1]北京师范大学中国基础教育质量监测协同刨新中心,北京100875 [2]福州第十九中学,福州350001

出　　处：《教育学报》2015年第5期72-79,共8页Journal of Educational Studies

基　　金：教育部哲学社会科学研究重大课题攻关项目“义务教育阶段学生学业质量标准体系研究”(项目编号:12JZD040)的研究成果之一

摘　　要：学业质量标准的研制是落实《教育规划纲要》的重要举措。学业质量标准描述和规定了学生在完成各学段教育时所应该具备的与进一步升学或进入社会,乃至今后发展有关的关键素养以及在这些素养上的具体水平。学业质量标准的研制是一个新课题,然而目前国内还未有学业质量标准建立的实证性研究。以化学反应中的热量变化为例,将学习进阶与认知诊断结合并应用到学业质量标准的建立中,充分利用学习进阶的优势来建立学业质量标准。结果表明,学习进阶可用于学业质量标准的建立,且结果更加科学有效、更贴合实际。The development and implementation of achievement standard is an important step in carrying out the mid-and long-term strategic plan of the national educational reform.Achievement standard specifies and describes the key competences and the levels of these competences that students should possess after completing the various stages of education for further academic progression or work.The development of achievement standard is a new topic but there is no empirical research to establish the standard at present.Therefore,the study took the thermochemistry as an example,and combined the learning progressions and cognition diagnostic and applied it in establishing achievement standard.The study made full use of the advantage of learning progression in establishing academic standard.The results show that learning progressions can be used to establish achievement standard,and the results can be more scientific,effective and practical.

关 键 词：学业质量标准 学习进阶 认知诊断 热化学 

分 类 号：G442[哲学宗教—心理学]