摘要
以RSM为认知诊断分析工具,开展高中"氧化还原反应"内容的认知诊断研究。研究发现:高中"氧化还原反应"6个认知属性划分合理,反应模式的归类比例达到97.40%;被试群体的知识状态可聚类为13种,其中6种知识状态存在比例较高;学生对不同属性的掌握情况存在差异,其中对属性C1和C2的掌握率达到97%以上,而属性C6(氧化还原反应基本计算)的掌握率仅为31.47%,亟待补救。可归类化又可个性化的认知诊断结果,有助于教师开展科学合理的补救教学。
The cognitive diagnosis of "redox reactions" in senior high school was carried out by using Rule Space Model as a cognitive diagnostic analysis tool. It is found that the six cognitive attributes of "redox reactions" in senior high school are divided reasonably, the classification proportion of reaction mode is 97.40%, and the knowledge state of the subjects can be clustered into 13 kinds, of which the proportion of 6 kinds of knowledge state is higher. There are differences in students’ mastery of different attributes, in which the mastery rate of attributes C1 and C2 is more than 97%, while the mastery rate of attribute C6(calculation of redox reactions) is only 31.47%, which needs to be remedied. The results of cognitive diagnosis, which can be classified and personalized, are helpful for teachers to carry out scientific and reasonable remedial teaching.
作者
秦璐
闫春更
延倩倩
周青
QIN Lu;YAN Chun-Geng;YAN Qian-Qian;ZHOU Qing(College of Chemistry,Shaanxi Normal University,Xi'an 710062,China;Northwestern Poly technical University,Xi'an 710072,China)
出处
《化学教育（中英文）》
CAS
北大核心
2020年第23期54-59,共6页
Chinese Journal of Chemical Education
