概念图引导型构图题的研究与实践

Research and Practice on the Composition Problem of the Concept Map Guiding

概念图用于学生学业评价在欧美国家非常盛行,在国内也有非常好的发展前景.概念图用于学生评价,文献中出现过3种形式：C技术、S技术和F技术.基于这3种技术提出另一种新技术——概念图引导型构图题（简称G技术）.按照G技术的特点设计与之相应的填图质量与整体效果评分方法,通过教学实验检验G技术的测试区分度、难度、信度和效度,以及它与传统题型共同组成考卷的测试区分度、难度和信度;检验G技术对学生学业成绩的影响效果.结果显示G技术具有较好的检测效果,能促进学生学习;能促进学生学业成绩的提高.因此发展G技术具有一定的教育价值.

The Concept map was very popular in Europe and the United States for students＇ academic evaluation and also had a very good development prospects in our country. There were three forms： C technology, S technology and F technology in the literature for students＇ evaluation by Concept map. In this paper another new technology-the Concept map guided Composition problem （G technology） was proposed based on these three technologies. The mapping quality and overall effect of the scoring method were designed according to the characteristics of G technology. The test discrimination, the degree of difficulty, reliability and validity of the G technology and the test discrimination, difficulty and reliability composed with traditional questions were tested according to the teaching experiment, also the effect on students＇ academic achievement. It was showed that there was a good detection effect and performance prediction ability of G technology which could promote students＇ academic performance. Therefore, there was some education value of the development of G technology.