高职学生对导数概念理解的认知诊断——基于规则空间模型

Cognitive Diagnosis of Higher Vocational College Students’ Understanding of the Concept of Derivative: Based on Rule Space Model

在认知诊断理论的指导下,对高职学生导数概念理解情况进行认知诊断。分析了导数概念各个属性之间的层次关系,使用规则空间模型确定了学生对导数概念理解的难点在于:从静态到动态的转变和在实际背景下理解导数概念,并获得每个学生的掌握模式。与访谈法和APOS理论的分析方法相比,该方法可以兼顾宏观和微观两个方面,并能更细致地从微观方面了解学生的认知特点,便于因材施教。

Under the guidance of the theory of cognitive diagnosis, the understanding of higher vocational college students' concept of derivative is diagnosed. This paper analyzes the hierarchical relationship between the attributes of the derivative concept, using the rule space model. And the difficulty of students' understanding of the concept of derivative is determined, from static to dynamic transformation and understanding the concept of derivative in the real context. Also the master pattern of each student is gained. Compared with interview method and APOS theory analysis method, this method can give attention to both macroscopic and microscopic two aspects, and can better understand students' cognitive characteristics from the micro aspect, as to teach students in accordance with their aptitude.