基于翻转课堂的认知诊断在教学中的实践研究  

Practical Research of Cognitive Diagnosis in Flipped Classroom

作　　者：过珺[1] GUO Jun(The Foundation Department,Anhui College of Traditional Chinese Medicine,Wuhu 241003,China)

机构地区：[1]安徽中医药高等专科学校基础教学部,安徽芜湖241003

出　　处：《常州信息职业技术学院学报》2022年第2期53-57,65,共6页Journal of Changzhou College of Information Technology

基　　金：2020年高校优秀青年骨干教师国内访问研修项目(gxgnfx2020138);2019年度校级教研课题“混合教学模式下学习分析技术在高校计算机基础课中的应用初探——以云班课的数据平台为例”(2019jyxm20)。

摘　　要：翻转课堂虽然能提高学生对课堂学习的内化程度,但是缺少了课前诊断,教师不能准确诊断学生在学习中的掌握情况,不能有效帮助学生进行补救学习。在翻转课堂的背景下引入了认知诊断,并以计算机基础课程为例进行了教学实验,实验证明在翻转课堂背景下融入认知诊断可以有效提升教学效果,帮助学生进行个性化学习。Although flipped classroom can improve students′internalization of classroom learning,without pre-class diagnosis,the teacher cannot accurately diagnose the students′mastery in learning,and cannot effectively help students to remediate their learning.Cognitive diagnosis is introduced in flipped classroom,and a teaching experiment is conducted with the basic computer course as an example.The experiment proves that the integration of cognitive diagnosis in flipped classroom can effectively improve teaching effect and help students to carry out personalized learning.

关 键 词：翻转课堂 认知诊断 DINA 

分 类 号：G434[文化科学—教育学]