英语专业大学生阅读技能的认知诊断及其教学启示

Cognitive diagnosis of English majors′reading skills and implications for teaching and learning

采用英语专业四级考试(TEM4)的阅读理解部分试题作为素材,从全国考生中随机抽取2365名考生作为被试,采用饱和G-DINA模型框架进行阅读技能的认知诊断。依据以往文献和专家判定,确定了7个英语专业大学生的阅读技能。依据阅读技能的潜质类型,确立英语专业大学生阅读技能的认知结构。阅读技能的诊断结果可以推导出以下教学启示:依据技能掌握概率,认知诊断可以发现学生掌握不足的阅读技能,从而为教师提供明确教学重点、调整教学内容的具体教学反馈;依据认知诊断划分出的学生技能掌握类型将学生分组,从而推动个性化教学;依据个人技能诊断信息,认知诊断可以为学生提供个人技能掌握的反馈,从而促进个性化学习;依据认知诊断展现出的技能结构则有助于规划技能教学路径。

Adopting the reading comprehension subtest of the Band Four Examination of Test for English M ajors(TEM4)?and choosing 2365 candidates?as the subjects,this study employed the saturated G-DINA model framework to conduct cognitive diagnosis on the reading skills of English major students.Based on previous literature and expert judgment,7 reading skills for English major students are defined.According to the latent classes of reading skills,the cognitive structure of reading skills for English majors is established.The outcome of diagnosis may imply the following implications for teaching and learning:based on skill mastery probability,cognitive diagnosis can find the specific reading skills which are not mastered well by students so as to provide teachers with specific teaching feedback;personalized teaching can be promoted by dividing students into groups according to students’skill mastery patterns;based on diagnosis information for individuals,cognitive diagnosis can provide students with feedback on skill mastery so as to promote personalized learning;skill teaching pathways can be planned according to the skill structures revealed by cognitive diagnosis.