高中信息技术课程知识难度分级工具设计

发布时间：2018-03-05 22:01

本文选题：高中信息技术　切入点：知识点　出处：《贵州师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着计算机技术的飞速发展,信息化手段已成为解决现代教育教学问题的必然趋势。知识难度的把握作为教师日常教学工作中的重要一环,可更加客观、合理的安排教学时间,科学划分课程知识的重难点,但在调查研究中发现,传统的知识难度划分方法主要以课程教学大纲给出的知识重难点为主要依据,无法满足缺乏经验青年教师的日常教学需要,且经验缺乏的青年教师与专家教师以及学生之间对某一知识问题难易度的认识存在差异。本文旨在开发一个服务于高中信息技术青年教师的知识题库难度分级在线测试工具,并着重对知识难度分级功能的实现进行了研究与设计。论文主要以经典测试理论、项目反应理论以及布鲁姆认知领域教育目标分类理论为主要理论支撑。首先详细分析了高中信息技术课程特点、知识模块划分情况以及高中信息技术会考题目特点。在知识难度分级工具中题库的选择考虑到题目的水平层次对求取知识点难度的影响,研究依据布鲁姆认知领域教育目标分类理论,在会考题目中选择同比例的知识、理解、应用、综合四个认知层面的知识点对应的题目进行知识难度分级研究。其次利用数据分析的方法,设计了高中信息技术知识难度分级工具的难度分级算法,该算法可依据答题者正答与错答的频次获取相应题目的知识难度系数。并对高中信息技术知识难度分级工具的主要功能进行详细阐述,并给出主要程序实现代码以及界面图。最后,对高中信息技术知识难度分级的功能及有效性进行测试,在测试阶段,笔者邀请贵阳市与哈尔滨市两个地区的在校高中生进行在线答题,对比高中信息技术课程知识难度分级工具的地域互异性,同时邀请熟悉高中信息技术课程的教育技术学专业研究生作为青年教师以及贵阳市专家教师分别给出知识难度分级情况,对比研究生与专家教师之间存在的互异性以及研究生与机器测得难度分级之间的互异性,讨论了利用本研究知识难度分级工具可缩短研究生与专家教师之间差异的百分比。论文所研究的高中信息技术课程知识难度分级工具以JSP技术作为技术支撑,具备用户登录、题库管理、在线答题、自动评阅、错题查看及难度系数查看等功能,并通过测试,首先,对比专家教师与通过该工具获得的高中生对知识难易程度的认识差异性,可得到该知识难度分级工具的准确率为66.67%,其次,青年教师与通过该系统获得的高中生对知识难易程度的认识差异性为50%,本研究高中信息技术知识难度分级工具可缩短青年教师与专家教师之间16.67%的差异,即青年教师对知识难度划分的可期提高率为16.67%。
[Abstract]:With the rapid development of computer technology, information technology has become an inevitable trend to solve the problems of modern education and teaching. As an important part of teachers' daily teaching work, the grasp of knowledge difficulty can arrange teaching time more objectively and reasonably. It is found in the investigation and research that the traditional method of knowledge difficulty division is mainly based on the knowledge and difficulty given in the curriculum syllabus, which can not meet the daily teaching needs of young teachers who lack experience. Moreover, there are differences in understanding of the difficulty of a knowledge problem between young teachers and experts and students who are inexperienced. The purpose of this paper is to develop an online testing tool of difficulty classification of knowledge database for young teachers of information technology in senior high school. The realization of the function of knowledge difficulty classification is studied and designed. The project response theory and Bloom's classification theory of educational objectives in cognitive field are the main theoretical support. Firstly, the characteristics of high school information technology curriculum are analyzed in detail. In the knowledge difficulty grading tool, the selection of the question bank takes into account the influence of the level of the topic on the difficulty of obtaining the knowledge point. According to Bloom's classification theory of educational goals in cognitive field, the study selects the same proportion of knowledge, understanding and application in the subjects of HKCEE. This paper studies the classification of knowledge difficulty by synthesizing the knowledge points of four cognitive levels. Secondly, using the method of data analysis, the paper designs the difficulty classification algorithm of the information technology knowledge classification tool in senior high school. According to the frequency of correct and wrong answers, the algorithm can obtain the knowledge difficulty coefficient of the corresponding questions. The main functions of the high school information technology knowledge difficulty classification tools are described in detail. Finally, the function and effectiveness of the difficulty classification of IT knowledge in senior high school are tested. The author invites high school students in Guiyang and Harbin to answer questions online and compare the geographical heterogeneity of the knowledge difficulty classification tools of high school information technology courses. At the same time, as young teachers and experts in Guiyang City, graduate students who are familiar with high school information technology courses are invited to give the classification of knowledge difficulty respectively. Comparing the differences between graduate students and expert teachers, and between graduate students and machine measuring difficulty grades, This paper discusses the percentage of differences between graduate students and expert teachers that can be shortened by using the knowledge difficulty classification tool of this study. The high school information technology curriculum knowledge difficulty classification tool studied in this paper is supported by JSP technology and has user login. The functions of question bank management, online answer, automatic evaluation, wrong question checking and difficulty coefficient checking, and so on. Through the test, we compare the difference of the knowledge difficulty between the expert teacher and the senior high school student who got through the tool. The accuracy of the knowledge difficulty grading tool is 66.67, followed by, The difference of knowledge difficulty between young teachers and senior high school students obtained by this system is 50. This paper studies that the information technology knowledge difficulty classification tool in senior high school can shorten the difference of 16.67% between young teachers and expert teachers. That is, young teachers can improve the degree of knowledge difficulty by 16.67%.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67

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