高考英语完形填空纵向认知诊断教学探索  

Exploration of Longitudinal Cognitive Diagnosis Teaching in English Cloze Test for College Entrance Examination

作　　者：钟志强[1] 高红[1] Zhong Zhiqiang;Gao Hong(School of Physical,Anshan Normal University,Anshan,Liaoning,114007)

机构地区：[1]鞍山师范学院物理学院,辽宁鞍山114007

出　　处：《考试研究》2025年第3期85-93,共9页Examinations Research

基　　金：2022年度辽宁省教育科学“十四五”规划课题:基于纵向认知诊断模型的教学评价研究(项目编号:JG22DB006)。

摘　　要：采用纵向认知诊断方法进行小样本教学探索。研究对象是一个班的十次高考英语完形填空真题测试成绩。研究结果显示:多数学生的认知属性掌握模式和成绩得到提高,少数学生的认知属性掌握模式和成绩存在波动;学生成绩平均分提高且与初始成绩无关,个体发展水平之间差异较大;积极实践补救方法的学生成绩改善明显。研究结论表明:抽象的认知属性掌握模式存在测量误差,需通过多次诊断教学加以改进;认知诊断是值得持续探索的教学改革方法。A small sample teaching exploration was conducted by using longitudinal cognitive diagnostic methods.The research object is the scores of ten College Entrance Examination English cloze tests taken by a class.The research results show that the cognitive attribute mastery mode and grades of most students have been improved,while the cognitive attribute mastery mode and grades of a few students have fluctuated.The average score of students has increased and is not related to their initial grades,with significant differences in individual development levels.Students who actively practice remedial methods show significant improvement in their grades.The conclusion of the study is that there are measurement errors in the abstract cognitive attribute mastery mode,which requires multiple diagnostic teaching.Cognitive diagnosis is a teaching reform method worth exploring continuously.

关 键 词：完形填空 小样本 纵向认知诊断 神经网络 潜在转换分析 增长曲线模型 

分 类 号：G424.74[文化科学—课程与教学论]