高中英语阅读理解基于认知诊断评估的学习途径和学习进展的构建
Fei Wang1,2, Zhaosheng Luo1, Ying Miao3
1School of Psychology, Jiangxi Normal University, Nanchang 330022, China.
Journal of Intelligence
|November 26, 2025
概括
这项研究使用认知诊断理论来模拟高中英语阅读中的学习途径. 它揭示了逐步的技能发展,并确定了个性化教学的主导学习轨迹.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 学习分析学习分析
背景情况:
- 传统的评估缺乏细节性,以提供个性化的英语阅读指导.
- 基于能力和个性化的学习需要复杂的学生进步模型.
研究的目的:
- 为高中英语阅读中学习途径开发定量模型.
- 创建一个基于认知技能序列和阅读能力等级的进度框架.
- 为了告知适应性教学和个性化学习.
主要方法:
- 利用认知诊断理论和大规模的实证数据.
- 通过专家共识对Q矩阵进行校准.
- 应用了混合认知诊断模型,集群分析和项目响应理论.
- 将进步水平映射到国家课程标准中.
主要成果:
- 学生对认知属性的掌握遵循一个阶段性的发展模式,具有主导性的学习轨迹.
- 学习进度模型与课程标准保持一致,但突出了潜在的错位.
- 在同样得分的学生中发现认知结构的显著变化.
结论:
- 拟议的模型为适应性英语阅读指导提供了数据信息的基础.
- 通过透露详细的学生知识状态,为个性化学习提供新的工具.
- 建议需要在当前课程中重新评估技能水平的定位.
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