基于“智慧学伴”的数学学科能力诊断及提升研究
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摘要
以"智慧学伴"平台为技术和路径支撑,实现数学学科能力的跟踪诊断及靶向提升。在平台内容设计方面,以数学素养为"纲",以数学学科能力为"本",构建核心概念知识图谱和数学学科能力模型,进行相应的诊断工具设计和相匹配的干预资源。在实施路径方面,利用"智慧学伴",以学期前后的两次学期总测作为对学生的知识学习、学科能力、素养发展等进行整体测评;以各个单元的核心概念微测试对该概念的学习进程进行持续诊断;以匹配于各个单元微测的教学资源为干预工具,对学生在某概念的数学学科能力进行精准推荐。研究表明:借助于"智慧学伴"平台,通过追踪诊断,实现数学学科能力层级进阶;通过靶向提升,实现数学学科问题精准干预。实现了学习过程的持续追踪、学习问题的即时反馈和学习资源的精准推荐。
Based on the platform of "Smart Learning Partner", students' mathematics ability can be tracked, diagnosed and targeted improved. In designing the platform, the core concept map and mathematical ability model were constructed according to current classification of mathematics literacy and mathematics ability, and the corresponding diagnostic tools and targeted intervention resources were designed. In implementing the platform, both the final test at the end of semester and process tests during the semester were designed to assess and track students' performance in mathematics ability and literacy; furthermore, corresponding intervention materials were designed to improve their shortcomings. The empirical results shown: By using "Smart Learning Partner", students' performance of mathematics ability and literacy can be precisely diagnosed, continuously tracked and accurately intervened.
Based on the platform of "Smart Learning Partner", students' mathematics ability can be tracked, diagnosed and targeted improved. In designing the platform, the core concept map and mathematical ability model were constructed according to current classification of mathematics literacy and mathematics ability, and the corresponding diagnostic tools and targeted intervention resources were designed. In implementing the platform, both the final test at the end of semester and process tests during the semester were designed to assess and track students' performance in mathematics ability and literacy; furthermore, corresponding intervention materials were designed to improve their shortcomings. The empirical results shown: By using "Smart Learning Partner", students' performance of mathematics ability and literacy can be precisely diagnosed, continuously tracked and accurately intervened.
引文
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[3]Gray,D.,Mcguinness,et al.Learning factor models of students at risk of failing in the early stage of tertiary education[J].Journal of learning analytics,2016,3(2):330-372.
[4]Saltz,J.,Heckman,R.Big data science education:a case study of a project-focused introductory course[J].Themes in science and technology education,2015,8(2):85-94.
[5]Young,V.M.Teachers’use of data:loose coupling,agenda setting,and team norms[J].American Journal of Education,2006,112(4):521-548.
[6]Breiter,A.,&Light,D.Data for school improvement:Factors for designing effective information systems to support decision-making in schools[J].Educational Technology&Society,2006,9(3):206-217.
[7]Brunner,C.,Fasca,C.,et al.Linking data and learning:The grow network study[J].Journal of Education for Students Placed at Risk,2005,10(3):241-267.
[8]Coburn,C.E.,&Talbert,J.E.Conceptions of evidence use in school districts:mapping the terrain[J].American Journal of Education,2006,112(4):469-495.
[9]Kerr,K.A.,Marsh,J.A.,et al.Strategies to promote data use for instructional improvements:Actions,outcomes,and lessons from three urban districts[J].American Journal of Education,2006,112(4):496-520.
[10]Wayman,J.C.,&Stringfield,S.Data use for school improvement:school practices and research perspectives[J].American Journal of Education,2006,112(4):463-468.
[11]蔡清田.核心素养与学校课程的连贯与统整[J].全球教育展望,2017,46(1):24-34.
[12][16]徐斌艳.数学学科核心能力研究[J].全球教育展望,2013,42(6):67-74.
[13][15][21]中华人民共和国教育部.普通高中数学课程标准(2017年版)[M].北京:人民教育出版社,2018.
[14][22]中华人民共和国教育部.义务教育数学课程标准(2011年版)[M].北京:北京师范大学出版社,2012.
[17]陈丽敏,景敏等.五年级小学生数学问题提出能力和观念的调查研究[J].数学教育学报,2013,22(2):27-32.
[18]何声清,綦春霞.八年级学生数学概念表征及其对学业成绩的影响机制:基于Z省的大规模测试[J].数学教育学报,2017,26(6):60-66.
[19]程靖,孙婷等.我国八年级学生数学推理论证能力的调查研究[J].课程.教材.教法,2016,36(4):17-22.
[20]余胜泉,李晓庆.基于大数据的区域教育质量分析与改进研究[J].电化教育研究,2017,(7):5-12.
[23]王磊.学科能力构成及其表现研究:基于学习理解、应用实践与迁移创新导向的多维整合模型[J].教育研究,2016,(9):83-92.
[24]姜强,赵蔚等.基于大数据的个性化自适应在线学习分析模型及实现[J].中国电化教育,2015,(1):85-92.