基于翻转课堂中微视频化学学习的认知诊断研究

发布时间：2018-07-29 20:19

【摘要】：课前评价是翻转课堂模式的基本环节,为学生自我补救学习和教师开展个性化的补救措施提供依据。从当前的研究现状看,教师在翻转课堂课前评价环节中主要是通过学生所做练习的反馈分析学生微视频学习后的知识掌握情况,少有对学生学习微视频后的潜在的认知过程和认知结构展开系统、深入研究。作者以认知诊断理论为基础,结合国内外典型的翻转课堂教学模式,将认知诊断融合进翻转课堂的课前评价中,设计出了认知诊断策略下的翻转课堂教学模式,该模式特点是通过认知诊断评估学生学习微视频后的认知水平,给学生自我补救和教师的课堂教学提供依据,实现学生诊断评价的个性化和课堂教学的个性化。论文主要包括三个部分;第一,阐述认知诊断评估的主要过程。为了使让广大教师深入、全面地了解这种诊断方法,详细描述了认知诊断评估中的认知属性及层级关系的界定方式、测验Q矩阵(即认知模型)的构建及认知诊断模型的选择,此为本文的研究基础。第二,教学实践。依据设计出了认知诊断策略下的翻转课堂教学模式,以高中化学教学中的离子浓度大小比较为研究载体,设计了《离子浓度大小比较》教学案例,并进行实践研究。首先,结合文献资料、教师访谈和学生口语报告确定离子浓度大小比较的认知属性及层级关系,并依据测验Q矩阵编制测验卷。其次,准备素材录制离子浓度大小比较的教学视频并整理收集学生完成练习的数据和学习过程中反馈的问题。最后,选取属性层级模型(AHM)诊断学生知识水平,并提供诊断报告,指导学生自我补救和教师课堂教学。第三,通过问卷调查分析教学效果。研究结果表明:(1)学生解决离子浓度大小比较问题时所具备的知识、技能、策略可由5个属性组成的收敛性属性结构表征;内容属性掌握情况总体较好,部分属性需要补救,如三个守恒;学生解决离子浓度大小比较问题时主要有3种掌握模式。(2)掌握模式比总分更能有效评价学生知识水平,相同总分有不同的掌握模式,不同总分可能有相同的掌握模式。(3)认知诊断策略下的翻转课堂教学模式能充分发挥教师的主导作用和学生的主体地位,加强师生互动,能培养学生自主学习能力,独立解决问题的能力,小组协作的能力,能帮助教师更有效的设计课堂活动提高课堂的有效性。
[Abstract]:Pre-class evaluation is the basic link of flipping the classroom model, which provides the basis for students' self-remediation learning and teachers' individualized remedial measures. From the point of view of the current research situation, teachers analyze the knowledge mastery of students after microvideo learning mainly through the feedback of students' exercises in the evaluation process of flipping class before class. There are few systematic studies on the potential cognitive process and cognitive structure of students after learning microvideo. Based on the theory of cognitive diagnosis and the typical overturned classroom teaching mode at home and abroad, the author integrates cognitive diagnosis into the pre-class evaluation of the flipping classroom, and designs the flipping classroom teaching model under the cognitive diagnosis strategy. The characteristic of this model is to evaluate students' cognitive level after learning microvideo through cognitive diagnosis, to provide basis for students' self-remedy and teachers' classroom teaching, and to realize the individualization of students' diagnostic evaluation and classroom teaching. The thesis includes three parts: first, the main process of cognitive diagnosis and evaluation. In order to give teachers a thorough and comprehensive understanding of this diagnostic method, this paper describes in detail the definition of cognitive attributes and hierarchical relationships in cognitive diagnostic evaluation, the construction of test Q matrix (i.e. cognitive model) and the selection of cognitive diagnostic model. This is the basis of this paper. Second, teaching practice. According to the design of the flipping classroom teaching model under the cognitive diagnosis strategy, a case study of ion concentration comparison in senior high school chemistry teaching is designed, and a practical study is carried out. Firstly, according to the literature, teachers' interviews and students' oral reports, the cognitive properties and hierarchical relationships of ion concentration comparison were determined, and the test papers were compiled according to the test Q matrix. Secondly, prepare the material to record the teaching video of the ion concentration comparison and collect the data of the students' completed exercises and the feedback problems in the course of learning. Finally, the attribute hierarchy model (AHM) is selected to diagnose students' knowledge level and provide diagnostic reports to guide students' self-remedy and teachers' classroom teaching. Third, through the questionnaire analysis of teaching results. The results show that: (1) the students' knowledge, skills and strategies can be represented by the convergent attribute structure composed of five attributes, and the content attributes are generally well grasped, and some attributes need to be remedied. For example, there are three modes of mastery when students solve the problem of ion concentration comparison. (2) mastery mode is more effective than total score in evaluating students' knowledge level, and the same total score has different mastering modes. Different total scores may have the same mastering mode. (3) the flipping classroom teaching model under the cognitive diagnosis strategy can give full play to the leading role of teachers and students, strengthen the interaction between teachers and students, and cultivate students' autonomous learning ability. The ability to solve problems independently and collaborate in groups can help teachers design classroom activities more effectively and improve classroom effectiveness.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8;G434

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