小学生乘法计算能力的认知诊断及补救教学

Cognitive Diagnosis and Remediation of Pupils’Calculation Skill of Multiplication

认知诊断通过分析被试的项目作答反应,推断被试的认知属性掌握状态,为学习困难学生设计补救教学提供了非常有价值的信息。本文作者在探讨了小学生多位数乘法计算能力的认知属性、编制了2份相同考核模式的认知诊断测验后,选择江西某小学310名高年级学生为被试,先施测第1份认知诊断测验,采用DINA模型,自编参数估计程序进行诊断,得到了每一个被试的属性掌握模式分类及全体被试在各个属性上的掌握情况。然后设计和实施补救教学,在实施补救教学后再施测第2份认知诊断测验以检验补救效果。研究发现:(1)该小学高年级学生对0×N运算法则、多位数乘以两位数的运算程序、乘法进位认知属性的掌握不太理想,特别是乘法进位。(2)属性掌握模式中属全部掌握模式的被试人数占86.47%,其余被试均分类于存在各种认知不足的掌握模式。(3)比较两份认知诊断测验报告,结果表明在认知诊断指导下的补救教学有针对性,补救后被试正确作答项目增多,属性掌握个数也有所增加,补救效果良好。

Cognitive Diagnosis, which analyzes students＇ responses to instructionally-relevant item sets so as to make judgments on students＇ mastery of current cognitive attributes, provides valuable instructional information needed to design remedial instructional programs or supplemental interventions. Authors of this paper tried to construct a cognitive model for long-number- multiplication calculation skills and compiled two cognitive diagnosis tests which were actualized before and after the remediation separately according to the attribute hierarchy structure and students＇ learning status. The first cognitive diagnosis test was implemented in an elementary school in Jiangxi and the data was analyzed by the DINA parameter estimating program. Remedial instructional programs were designed according to the group and the individual＇ s mastery of current cognitive attributes and the mastery of each attribute, then attributes with the lowest mastery rate were chosen and remediation were applied to students who failed to master these attributes. Two authors arrived at following conclusions： （ 1 ） The 0 ~ N rule, the multiplication procedure of long numbers and the candying procedure are not well mastered, especially the carrying procedure. （2） There are 86.47% of students who mastered all the attributes while the rest of the students need to be instructed. （3） The effect of remediation, which was evaluated after implementing the second cognitive diagnosis test, shows that the remediation consulted by cognitive diagnosis is quite pertinence.