摘要
学习困难学生是课堂教学中的弱势群体。如何提高学习困难学生的学习成绩是广大中小学数学教师普遍关心的问题。在分析已有智能教学系统的基础上,文章从认知过程的角度提出了"一对一"认知诊断与干预的方法,并开展了实证研究。结果显示,学习困难学生的解题策略有了明显改进。"一对一"认知诊断与干预能够满足小学数学学习困难学生的学习需求,培养良好的解题策略。同时,为进一步发挥技术优势,设计与开发自适应学习支持系统,为开展技术支持的个性化认知诊断与干预提供了依据和支撑。
Students with learning difficulties are vulnerable groups in classroom teaching. Most mathematic teachers concern about how to improve those students＇academic performance. Based on the analysis of current intelligent tutor system, this paper first proposes a ＂one to one＂ cognitive diagnosis and intervention method from the perspective of cognitive processes, and describes a research. The results of the research indicate that the problem-solving strategies of students with learning difficulties have improved significantly. The ＂one to one＂ cognitive diagnosis and intervention method can meet the learning needs of students with difficulties in primary school mathematics and help them develop good problem- solving strategies. The research provides the evidence that supports the design and development of adaptive learning support system utilizing the advantages of technology as well as the implementation of technology enhanced individualized cognitive diagnosis and intervention.
出处
《电化教育研究》
CSSCI
北大核心
2016年第2期75-81,共7页
E-education Research
基金
鲁东大学引进人才基金项目(项目编号:LY2013035)
关键词
小学数学
学习困难
“一对一”
认知诊断与干预
Primary School Mathematics
Learning Difficulties
One To One
Cognitive Diagnosis and Intervention
