多维项目反应理论在小学生数学素养诊断中的应用
发布时间：2018-08-11 12:56
【摘要】：多维项目反应理论描述了被试在测验项目或任务完成时与潜在特质之间的关系,可以实现同时估计被试多个能力维度值,成为了现代测验理论发展的主要新进展之一。为了进一步验证多维项目反应理论在实际测验中的有效应用,本文将以学生的数学素养为研究内容,采用多维项目反应理论进行数据分析,充分挖掘测验信息,实现测验的认知诊断功能。核心素养是当前教育领域的热词。当前核心素养开始成为新一轮课程改革深化的方向,同时也界定关键能力和必备品格是构建终身学习,全面可持续发展的的根基。2016年9月13日,《中国学生发展核心素养》总体框架正式发布,在教育界引起巨大反响。纵观国内外对学生数学素养的研究,主要集中在四个方面:数学素养内涵及构成要素的界定;数学素养的测量与评价;数学素养的现状及影响因素;以及数学素养的生成和培养机制。针对现有研究缺乏专门的数学素养测量工具、数据分析理论和方法值得进一步改进以及我国对数学素养的构成要素间的内在关系研究相对缺乏等问题,本研究以多维项目反应理论为理论基础贯穿整个研究。首先,基于小学数学素养的多维性特征,建构数学素养之知识、能力和情感三个维度的测量框架,并结合经典测量理论和多维项目反应理论之项目选择标准和测验质量分析标准,多次改进自编测验最终形成小学六年级数学素养测评工具;然后基于经典测量理论、探索性和验证性多维项目反应理论,自编flexmirt和Conquest程序从不同角度验证了测评项目的维度结构以及工具的信度和效度;之后基于测量工具的结构以多维项目反应理论为指导对927名小学生的数学素养水平进行了群体诊断和个体诊断分析,并对不同群体被试进行差异比较;最后,基于多维数据分析结构简单探讨了数学素养内在构成要素之间的关系。
[Abstract]:Multi-dimensional item response theory describes the relationship between the test item or task completion and the potential trait. It can simultaneously estimate multiple competency dimensions of the subjects. It has become one of the main new developments in the development of modern test theory. In order to further verify the effective application of multidimensional item response theory in practical tests, this paper will take students' mathematical literacy as the research content, adopt multidimensional item response theory to carry out data analysis, and fully mine test information. To realize the cognitive diagnostic function of the test. Core accomplishment is a hot word in the field of education. At present, the core accomplishment has become the direction of the new curriculum reform, and the key competence and essential material are also defined as the construction of lifelong learning. The foundation of comprehensive sustainable development. On September 13, 2016, the General Framework of "Chinese Student Development Core Literacy" was officially released, which caused a huge response in the educational circles. Throughout the study of students' mathematical literacy at home and abroad, it mainly focuses on four aspects: the definition of mathematical literacy connotation and constituent elements, the measurement and evaluation of mathematical literacy, the present situation and influencing factors of mathematical literacy; And mathematical literacy generation and training mechanism. In view of the lack of special mathematical literacy measurement tools, the theory and method of data analysis should be further improved, and the internal relationship between the elements of mathematical literacy is relatively lacking in China. This study is based on multi-dimensional item response theory and runs through the whole study. First of all, based on the multi-dimensional characteristics of primary school mathematics literacy, the measurement framework of knowledge, ability and emotion of mathematics literacy is constructed. Combining with the project selection standard of classical measurement theory and multi-dimensional item response theory and the test quality analysis standard, the self-made test is improved many times to form the mathematics literacy evaluation tool of grade six in primary school, and then based on the classical measurement theory, Exploratory and confirmatory multidimensional item response theory, self-compiled flexmirt and Conquest programs from different angles to verify the evaluation of the dimensional structure of the project and the reliability and validity of the tool; Then, based on the measurement tool structure, 927 primary school students' mathematical literacy level was analyzed by group diagnosis and individual diagnosis under the guidance of multidimensional item response theory, and the differences of different groups were compared. Based on the structure of multidimensional data analysis, the relationship between the internal elements of mathematical literacy is discussed.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
[Abstract]:Multi-dimensional item response theory describes the relationship between the test item or task completion and the potential trait. It can simultaneously estimate multiple competency dimensions of the subjects. It has become one of the main new developments in the development of modern test theory. In order to further verify the effective application of multidimensional item response theory in practical tests, this paper will take students' mathematical literacy as the research content, adopt multidimensional item response theory to carry out data analysis, and fully mine test information. To realize the cognitive diagnostic function of the test. Core accomplishment is a hot word in the field of education. At present, the core accomplishment has become the direction of the new curriculum reform, and the key competence and essential material are also defined as the construction of lifelong learning. The foundation of comprehensive sustainable development. On September 13, 2016, the General Framework of "Chinese Student Development Core Literacy" was officially released, which caused a huge response in the educational circles. Throughout the study of students' mathematical literacy at home and abroad, it mainly focuses on four aspects: the definition of mathematical literacy connotation and constituent elements, the measurement and evaluation of mathematical literacy, the present situation and influencing factors of mathematical literacy; And mathematical literacy generation and training mechanism. In view of the lack of special mathematical literacy measurement tools, the theory and method of data analysis should be further improved, and the internal relationship between the elements of mathematical literacy is relatively lacking in China. This study is based on multi-dimensional item response theory and runs through the whole study. First of all, based on the multi-dimensional characteristics of primary school mathematics literacy, the measurement framework of knowledge, ability and emotion of mathematics literacy is constructed. Combining with the project selection standard of classical measurement theory and multi-dimensional item response theory and the test quality analysis standard, the self-made test is improved many times to form the mathematics literacy evaluation tool of grade six in primary school, and then based on the classical measurement theory, Exploratory and confirmatory multidimensional item response theory, self-compiled flexmirt and Conquest programs from different angles to verify the evaluation of the dimensional structure of the project and the reliability and validity of the tool; Then, based on the measurement tool structure, 927 primary school students' mathematical literacy level was analyzed by group diagnosis and individual diagnosis under the guidance of multidimensional item response theory, and the differences of different groups were compared. Based on the structure of multidimensional data analysis, the relationship between the internal elements of mathematical literacy is discussed.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
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