素质教育活动学习行为的数据解析  

Data Analyzing based Learning Behavior Analysis For Quality-oriented Education Activities

作　　者：谷峰[1] GU Feng(Digital Information School of Zhejiang Technical Institute of Economics, Hangzhou 31008, China)

机构地区：[1]浙江经济职业技术学院数字信息技术学院

出　　处：《数学的实践与认识》2018年第7期293-300,共8页Mathematics in Practice and Theory

基　　金：教育部人文社会科学研究规划基金项目(17YJA880024);教育部职业院校文化素质教育指导委员会“十二五”规划教育科研课题(WH125YB13);教育部职业院校文化素质教育指导委员会十二五规划课题(WH125YB13);浙江省教育科学规划课题(2015SCG300);浙江省教育技术规划课题(JB116);杭州市哲学社会科学规划课题基地项目(2016JD50);浙江省高等职业教育研究会课题(YB17052)

摘　　要：影响素质的因素很多，其中没有一个成为主导因素，因此素质评价分布应呈近似正态，反映学生的能力水平分布．但实际情况并非如此．通过统计参数分析、同域方差优化均值等值分析、多阶划分一致性测量和熵分析等方法分析素质评价分布与学业评价分布的关联和差异，探究了不同来源、不同年级、不同学业水平的高职生对待素质教育活动的学习态度和学习行为，并进一步探讨素质教育活动在评价、管理和内容设计等方面的局限，讨论改进对策．There are many factors affect quality of students, but none of them act as a leading role. So distribution of assessment of students＇ quality should be close to normal to reflect students＇ ability level distribution. But the actual situation is not the ease. Based on the statistical parameters, the scale-preserved variance optimizing test equating, consistency analysis for multi-rank divisions, and the entropy analysis, the paper explored learning attitude and learning behavior of vocational college students in different sources, different grades, and different learning levels toward the quality-oriented education. Then the roughness and limitation of quality-oriented education in assessment, administration, and content were discussed. Corresponding countermeasures were presented.

关 键 词：素质教育 学习行为 数据解析 

分 类 号：G712[文化科学—职业技术教育学]