基于知识图谱的学生学习增值评价模式构建及应用  

Model Construction and Application of Value-Added Assessment of Student Learning Based on Knowledge Graphs

作　　者：孔兴欣[1] 田清青[1] 刘群群[1] 王青溪[1] 张平[1] KONG Xing-Xin;TIAN Qing-Qing;LIU Qun-Qun;WANG Qing-Xi;ZHANG Ping(Department of Pharmacy.Hunan Traditional Chinese Medical College,Zhuzhou 412000,China)

机构地区：[1]湖南中医药高等专科学校药学院,湖南株洲412000

出　　处：《化学教育（中英文）》2024年第16期55-65,共11页Chinese Journal of Chemical Education

基　　金：2024年湖南省教育科学“十四五”规划课题研究成果(XJK24CZY009)。

摘　　要：学生学习增值评价是关注学生发展和学习起点,根据起点对学生的学习成长做出价值判断的评价方式。基于知识图谱的学生学习增值评价模式根据教育评价的一般过程构建,包括构建知识-技能-素养三维评价知识图谱、测量学生的学习行为、知识图谱与残差模型计算学生学习增值、分析学生的学习增值、反馈结果与改进教学等5个环节。以酸碱滴定法任务为例,验证学生学习增值评价模式的实施过程,为职业教育学生学习增值评价实施提供参考案例。Value-added assessment of student learning is a form of assessment that focuses on the starting point of student development and learning,and makes value judgments about learning growth based on the starting point.The value-added assessment model of student learning based on knowledge graph is constructed according to the general process of educational assessment,including five links:creating knowledge graph for three-dimensional assessment of knowledge-skills-literacy,measuring student learning behaviors,calculating the value-added of student learning by knowledge graph and residual model,analyzing value-added of student learning,and giving feedback on the results and improving teaching.The acid-base titration task is used as an example to validate the implementation process of the value-added assessment model of student learning and to provide a reference case for the implementation of value-added assessment of student learning in vocational education.

关 键 词：学生学习增值评价 知识图谱 酸碱滴定法 职业教育 

分 类 号：G712[文化科学—职业技术教育学] TP391.1[文化科学—教育学]