认知诊断视角下高中地理补救教学的策略研究  

Research on the Strategy of Geographical Remedial Teaching in High School from the Angle of Cognitive Diagnosis

作　　者：刘学梅[1,2] 李家清[3] 

机构地区：[1]华中师范大学教育学院,安徽芜湖241002 [2]安徽师范大学国土资源与旅游学院,安徽芜湖241002 [3]华中师范大学城市与环境科学学院,湖北武汉430079

出　　处：《课程．教材．教法》2016年第5期110-117,共8页Curriculum，Teaching Material and Method

摘　　要：地理补救教学是指教师在发现学生有地理学习困难后,诊断其困难所在,并有针对性地重新设计地理教学活动,帮助其克服困难,达成各阶段地理教学目标。它有助于提高地理教学质量,实现"为了每位学生发展"的教育愿景,促进教育公平。认知因素是决定学习效果和学习效率最直接的因素,而因情意困扰所造成的问题也往往会随认知问题的解决而消失。因此,认知诊断视角下高中地理补救教学侧重对学生地理认知过程与认知结构的诊断与补救,它可划分为确定补救对象、诊断病灶、实施补救、评价补救效果四个基本步骤。Geographical remedial teaching means that the teacher diagnoses the difficulties and problems of students＇ geographical learning , and redesigns geography teaching activities targeted to help the students not only overcome difficulties but also achieve the geography teaching goals. It helps to improve the quality of geography teaching, realize the education vision ＂for every student development＂, promote the education equity as well. Cognitive factors are the most direct ones to determine the learning effect and learning efficiency, and the problems caused by affective factors also tend to be solved together with disappearance of cognitive problems, therefore, geographical remedial teaching in senior middle schools from the angle of cognitive diagnosis focuses on the diagnosis and remedy of geography cognitive structure and cognitive process, which include four basic stages： identification of remedial objects, diagnosis of the difficulties, implementation of remedial measures and evaluate the efficacy of the remedial teaching.

关 键 词：认知诊断 地理补救教学 策略 学习支援 

分 类 号：G633.55[文化科学—教育学]