基于认知诊断的小学生数字化阅读能力评价研究

发布时间：2018-03-21 06:15

本文选题：数字化阅读能力　切入点：小学生　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着互联网技术的迅猛发展和移动终端的不断普及,数字化阅读在人们的学习、工作和生活中起着越来越重要的作用,数字化阅读技能已成为21世纪必不可少的生存和生活技能之一。在其他国家纷纷通过制定相关政策来促进学生数字化阅读能力的培养之际,我国也应对提升学生数字化阅读能力的教学予以高度的重视。通过数字化阅读能力的评价,可以发现学生在数字化阅读中存在的问题,并探究出现这些问题的原因,从而为数字化阅读的教与学提供有针对性的补救措施。但是目前国内该方面的研究还处在对国际数字化阅读评测项目的分析上,具体针对我国学生的数字化阅读能力评价的研究相当少。基于此,本研究以认知诊断理论为指导,以处在由"学习阅读"转型为"通过阅读来学习"阶段的小学四年级学生为研究对象,对他们的数字化阅读能力进行了诊断评价,以期通过诊断评价为学生进行有效的数字化阅读和提升数字化阅读能力提供针对性建议。首先,本研究在已有相关文献分析的基础上对数字化阅读能力的概念及结构进行了分析,并结合已有的数字化阅读的测评以及对小学生数字化阅读能力的认识,得出了本研究的评价框架——以"直接提取"、"推理理解"、"整合与解释"、"批判与评价"四个数字化阅读能力属性的认知诊断为主。接着,本研究依据评价框架和从现有数字化阅读测验中总结出的原则,设计了针对小学四年级学生的数字化阅读测验,并对上海市某小学208名学生进行了诊断测验和问卷调查。随后,应用DINA模型对这208名学生的数字化阅读能力进行了测验结果的诊断分析。最后,基于学生数字化阅读能力的诊断结果和阅读动机的问卷结果,编制出了个性化的诊断报告,并通过对教师的访谈验证了此次诊断报告的有效性。研究结果表明,在数字化阅读过程中,小学四年级学生的"直接提取"、"推理理解"能力较好,"整合与解释"能力一般,"批判与评价"能力较差;他们的属性掌握情况存在性别和班级差异,女生在各个属性上的掌握情况均优于男生,不同班级对于四个属性的掌握各有其强项和弱项;总体来说,掌握两种及以上属性的学生为大多数,占71.7%。将本次数字化阅读测验结果与学生语文期末成绩联合起来分析发现,数字化阅读测验的成绩与学生语文期末成绩呈显著正相关关系,语文成绩高分组学生在数字化阅读能力的四个维度都要远超过低分组学生,但无论是高分组还是低分组学生在"批判与评价"维度都有待提高。此外,阅读动机和行为的调查结果显示,小学四年级学生在"感知胜任力"维度表现较差,在"感知价值"维度表现良好。最后,通过对四位语文教师的访谈表明本研究设计的诊断反馈报告具有一定的教学指导意义。
[Abstract]:With the rapid development of Internet technology and the continuous popularization of mobile terminals, digital reading plays a more and more important role in people's study, work and life. Digital reading skills have become one of the essential survival and life skills in 21th century. In our country, we should attach great importance to the teaching of improving students' digital reading ability. Through the evaluation of digital reading ability, we can find out the problems existing in students' digital reading, and explore the reasons for these problems. So as to provide targeted remedial measures for the teaching and learning of digital reading. However, at present, the domestic research on this aspect is still in the analysis of the international digital reading evaluation project. There are few researches on the evaluation of Chinese students' digital reading ability. Based on this, this study is guided by the theory of cognitive diagnosis. In this paper, the fourth grade students who are in the transition from "learning to read" to "learning by reading" are selected as the research objects, and their digital reading ability is diagnosed and evaluated. The aim of this paper is to provide some suggestions for students to carry out effective digital reading and improve their digital reading ability through diagnostic evaluation. First of all, This study analyzes the concept and structure of digital reading ability on the basis of existing literature analysis, and combines the existing evaluation of digital reading and the understanding of primary school students' digital reading ability. The evaluation framework of this study is "direct extraction", "inferential understanding", "integration and interpretation", "critique and evaluation". According to the evaluation framework and the principles summarized from the existing digital reading test, this study designed a digital reading test for the fourth grade primary school students, and carried out a diagnostic test and a questionnaire survey on 208 students in a primary school in Shanghai. The DINA model is used to diagnose and analyze the test results of the students' digital reading ability. Finally, based on the diagnostic results of the students' digital reading ability and the results of the questionnaire on reading motivation, a personalized diagnosis report is compiled. The validity of the diagnostic report is verified by interviews with teachers. The results show that, in the process of digital reading, The ability of "direct extraction", "reasoning and understanding", "integration and interpretation", and "critique and evaluation" of students in grade four of primary school are relatively good, and there are gender and class differences in their knowledge of attributes. Girls' mastery of each attribute is superior to that of male students. Different classes have their own strengths and weaknesses in mastering the four attributes. In general, the majority of students have two or more attributes. By combining the results of the digital reading test with the final results of the students' Chinese language, it was found that there was a significant positive correlation between the results of the digital reading test and the final grades of the students' Chinese. The four dimensions of digital reading ability of the Chinese students with high scores are far higher than those of the low group students, but both the high score group and the low group students need to be improved in the "critique and evaluation" dimension. The results of the reading motivation and behavior survey showed that the fourth grade students performed poorly in the "perceived competence" dimension, and performed well in the "perceived value" dimension. The interview with four Chinese teachers shows that the diagnostic feedback report designed in this study has some instructional significance.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.23;G434

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