认知访谈在教育研究和实践中的应用

The Application of Cognitive Interview in Teaching Research and Practice

认知访谈始于二十世纪八十年代,是一种用言语报告或提问的方式来揭示个体问题解决内部过程的方法。该方法以心理学研究中编码特定性原则和记忆痕迹多成分理论为基础,按照个体问题解决认知模型中的编码与理解问题、提取相关信息、判断与决策、反应过程等一系列环节进行针对性的提问或引导。认知访谈可以帮助研究者了解学生是如何解决问题并生成最终答案,检验调查问卷或考试题目是否真正测到所欲测量的属性,判断研究材料、教案设计、课堂提问等是否引发了学生预期的认知活动等。这不仅有利于提高调查、测试以及教育研究的质量,也为改进教师的日常教学提供强有力的支撑。

Cognitive interview appeared in 1980s is a technique to reveal the inner courses of individual＇s problem solving by oral report and questioning. This technique is based on the principle of encoding specificity and multi-component theory of memory in psychology, and instructs individual to report his/her thinking process according to stages of coding and understanding the problem, extracting relevant information, judging and decision-making, and reacting. With the help of cognitive interview, researchers can understand how students resolve problems, evaluate the validation of questionnaires, and check whether research material, teaching design, or classroom question induces the prospective cognitive activity properly etc., which is not only good for enhance the quality of survey, test and research but also provides supports for the development of teaching practice of teachers.