现代教育技术
現代教育技術
현대교육기술
Modern Educational Technology
2015年
1期
32~38
,共null页
小学数学 认知分析 “一对一” 认知诊断与干预
小學數學 認知分析 “一對一” 認知診斷與榦預
소학수학 인지분석 “일대일” 인지진단여간예
primary mathematics; cognitive analysis; one to one; cognitive diagnosis and intervention
学习评价在注重学生学习结果的同时，更应关注学生的学习过程。然而，传统的测验大都采用“多人一测”、“多人一题”的纸笔测验形式，强调测试的结果，忽视学习过程。该文介绍了“一对一”认知诊断与干预的概念、目的与特点，选取小学数学“众数”这一典型的陈述性知识开展实证研究。“一对一”认知诊断与干预能够关注学生个性差异，提供个性化的学习支持服务，也为发挥新技术优势，为学习有困难的学生构建学习环境、提高智能化的诊断水平樱供帮助。
學習評價在註重學生學習結果的同時，更應關註學生的學習過程。然而，傳統的測驗大都採用“多人一測”、“多人一題”的紙筆測驗形式，彊調測試的結果，忽視學習過程。該文介紹瞭“一對一”認知診斷與榦預的概唸、目的與特點，選取小學數學“衆數”這一典型的陳述性知識開展實證研究。“一對一”認知診斷與榦預能夠關註學生箇性差異，提供箇性化的學習支持服務，也為髮揮新技術優勢，為學習有睏難的學生構建學習環境、提高智能化的診斷水平櫻供幫助。
학습평개재주중학생학습결과적동시，경응관주학생적학습과정。연이，전통적측험대도채용“다인일측”、“다인일제”적지필측험형식，강조측시적결과，홀시학습과정。해문개소료“일대일”인지진단여간예적개념、목적여특점，선취소학수학“음수”저일전형적진술성지식개전실증연구。“일대일”인지진단여간예능구관주학생개성차이，제공개성화적학습지지복무，야위발휘신기술우세，위학습유곤난적학생구건학습배경、제고지능화적진단수평앵공방조。
Learning assessment not only focuses on student learning outcomes, but also should pay attention to students＇ learning process. However, the traditional test mostly used the same questions for students in the form of written tests, emphasizing test results and ignoring the learning process. This paper introduces concepts, objectives and characteristics of the ＂one to one＂ cognitive diagnosis and intervention, and selects the primary mathematics ＂plural＂ for empirical research. ＂One to One＂ cognitive diagnosis and intervention can lay more emphasis on students＇ individual differences, provide personalized learning support services. It is also helpful to build learning environment for students with learning difficulties and improve the intelligent level of diagnosis based on the new technology.
