中学生个性化学习评估量表的编制研究
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摘要
个性化学习是一种个人式的,以自己的能力与个性最大发展为目标的、自我实现以及追求个性化的过程,个性化学习的过程中体现了一个人独特的个性、发展性、潜在性以及创造性。根据个性化学习的理论基础以及国内外的研究现状,本研究综合了影响个性化学习的9个方面,用心理计量学的方法对中学生个性化的学习方式进行系统、科学的评估。涉及到的9个方面分别是学习风格、多元智能、学习动机、学习适应性、考试适应性、学习归因方式、自我意象、注意力以及学习中的情绪与行为问题。研究从上述9个方面出发,编制中学生个性化学习评估量表,经施测后对搜集到的数据运用心理测量学的方法进行分析,以修订、完善评估量表,同时建构个性化学习评估的结构模型。
通过“编制-施测-分析-修订及个别测验与要素重新编制-施测-分析-模型建构”过程,修订后的中学生个性化学习评估量表包含9个分测验,42个子要素,496题,修订后量表的信效度都达到了心理计量学的要求。信度方面,全量表的内在一致性系数达到0.940,9个分测验的内在一致性系数也都在0.68以上,且有6个分测验的信度系数达到0.80以上;42个子要素中克朗巴赫α系数在0.65以上的有28个,而只有3个要素的α系数低于0.50。
根据修订后的个性化学习评估量表数据,建构初始的理论结构模型Ma,该模型中9个分测验假定两两相关。对模型Ma进行验证性因子分析,结果表明该模型尚可接受,但仍需进一步的改进与修正。
在模型修正过程中,尝试建构并比较了可能存在的6个模型,比较各理论模型与实测数据的拟合优劣状况,选择出最佳结构模型Mf。在模型Mf中,情绪/行为问题、考试适应性与自我意象三潜变量共提取出一个高阶因子F1,而学习风格与学习适应性变量提取出一个高阶因子F2,从而让个性化学习量表的结构模型变得更加简单。
Personal learning is a personal style, its object is to realize the best development of one's ability and personality, as well as self-fulfillment and be individuation. The personality learning process reflects one's unique character, development, potential and creativity. Based on some theories related and on some researches in China and abroad, our study integrate 9 aspects which have heavy impact on personality learning, and through psychometric methods, to assess middle school students' individual learning style scientifically and systemically. These aspects are learning style, multiple intelligences, learning motivation, learning attribution style, learning adaptability and adaptability of examinations, self-esteem, attention and emotion or behavior problems. From these aspects above, we construct the Personal Learning Evaluation Scale for Middle School Students. After testing and through some psychometric methods we analyze and improve the scale, meanwhile we build structural model of the scale.
According to "compile - testing - data analysis - modify and compile part of scale - re-testing - analyze once more" process, the scale after modify includes 9 sub-scales, 42 sub-factors, 496 items in total. And the reliability and validity all met the requirements of psychometric. In respect of reliability, the scale's Cronbach a coefficient reached to 0.940, 9 sub-scales' coefficients are all above 0.68, and 6 of them are higher than 0.80. As to the coefficients of 42 sub-factors, 28 of them are above 0.65, and only 3 factors' coefficients are under 0.50.
Based on the analysis, we build the initial theoretic structural model - Ma, in which the 9 sub-scales are pair-wise correlation. Analyzed Ma and discovered that the Ma is acceptable basically, but still needs to be modified.
In the process of modifying structural model, we had built 6 theoretic models in all. By comparing these models with fitting indexes, we chose the optimization model, Mf. In Mf, Three variables have attribute to a high-level factor F1, these variables are emotion or behavior problems, adaptability of examination and self-esteem. Meanwhile other two variables -- learning style and learning adaptability -- attribute to another high-level factor F2. The model Mf makes the personal learning evaluation scale's structure much simple.
通过“编制-施测-分析-修订及个别测验与要素重新编制-施测-分析-模型建构”过程,修订后的中学生个性化学习评估量表包含9个分测验,42个子要素,496题,修订后量表的信效度都达到了心理计量学的要求。信度方面,全量表的内在一致性系数达到0.940,9个分测验的内在一致性系数也都在0.68以上,且有6个分测验的信度系数达到0.80以上;42个子要素中克朗巴赫α系数在0.65以上的有28个,而只有3个要素的α系数低于0.50。
根据修订后的个性化学习评估量表数据,建构初始的理论结构模型Ma,该模型中9个分测验假定两两相关。对模型Ma进行验证性因子分析,结果表明该模型尚可接受,但仍需进一步的改进与修正。
在模型修正过程中,尝试建构并比较了可能存在的6个模型,比较各理论模型与实测数据的拟合优劣状况,选择出最佳结构模型Mf。在模型Mf中,情绪/行为问题、考试适应性与自我意象三潜变量共提取出一个高阶因子F1,而学习风格与学习适应性变量提取出一个高阶因子F2,从而让个性化学习量表的结构模型变得更加简单。
Personal learning is a personal style, its object is to realize the best development of one's ability and personality, as well as self-fulfillment and be individuation. The personality learning process reflects one's unique character, development, potential and creativity. Based on some theories related and on some researches in China and abroad, our study integrate 9 aspects which have heavy impact on personality learning, and through psychometric methods, to assess middle school students' individual learning style scientifically and systemically. These aspects are learning style, multiple intelligences, learning motivation, learning attribution style, learning adaptability and adaptability of examinations, self-esteem, attention and emotion or behavior problems. From these aspects above, we construct the Personal Learning Evaluation Scale for Middle School Students. After testing and through some psychometric methods we analyze and improve the scale, meanwhile we build structural model of the scale.
According to "compile - testing - data analysis - modify and compile part of scale - re-testing - analyze once more" process, the scale after modify includes 9 sub-scales, 42 sub-factors, 496 items in total. And the reliability and validity all met the requirements of psychometric. In respect of reliability, the scale's Cronbach a coefficient reached to 0.940, 9 sub-scales' coefficients are all above 0.68, and 6 of them are higher than 0.80. As to the coefficients of 42 sub-factors, 28 of them are above 0.65, and only 3 factors' coefficients are under 0.50.
Based on the analysis, we build the initial theoretic structural model - Ma, in which the 9 sub-scales are pair-wise correlation. Analyzed Ma and discovered that the Ma is acceptable basically, but still needs to be modified.
In the process of modifying structural model, we had built 6 theoretic models in all. By comparing these models with fitting indexes, we chose the optimization model, Mf. In Mf, Three variables have attribute to a high-level factor F1, these variables are emotion or behavior problems, adaptability of examination and self-esteem. Meanwhile other two variables -- learning style and learning adaptability -- attribute to another high-level factor F2. The model Mf makes the personal learning evaluation scale's structure much simple.
引文
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[4]李广,姜英杰个性化学习的理论建构与特征分析.东北师范大学学报.2005 No.3P153-P157.
[5]孙志梅个性化学习内容组织策略研究,华中师范大学优秀硕士学位论文,2006.5.
[6]李广,姜英杰个性化学习的理论建构与特征分析.东北师范大学学报.2005 No.3P153-P157.
[7]Howard Gardner.Artistic Intelligences.Art Education,Vol.36,No.2,Art and the Mind (Mar.,1983),pp.47-49
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[13]李广,姜英杰个性化学习的理论建构与特征分析.东北师范大学学报.2005 No.3P153-P157.
[14]王亚南,胡瑛.人本主义心理学对教育的启示.江苏高教,1999.05.34-36.
[15]李广,姜英杰个性化学习的理论建构与特征分析.东北师范大学学报.2005 No.3P153-P157.
[16]谭顶良学习风格论[M]江苏教育出版社1999.4.9-16.
[17]Mclaughlin,Dorene Casey,An evaluation case study of the effects of a learning style awareness program for ninth graders at an independent school,ProQuest Information & Learning,Dissertation Abstracts International Section A:Humanities and Social Sciences,Vol 57(4-A),Oct 1996.pp.1551.
[18]Bernadette M.Gadzella and Mustafa Baloglu,High and Low Achieving Education Students on Processing,Retaining,and Retrieval of Information,Journal of Instructional Psychology,vol.30,No.2,99-103.
[19]王华荣,谭顶良近十年西方学习风格研究述评,外国中小学教育,2008.04,15-20.
[20]张天宝,姚辉.当代学习风格研究概观[J].江西教育科研,1996.04.22—26.
[21]Karen Burke & Tita Dunn,Learning Style-Based Teaching to Raise Minority Student Test Scores,There's No debate.The Social Studies.July/Augest 2003,167-170.
[22]Wintergerst,Marilyn,Ann,et al.Conceptualizing Learning Style Modalities for ESL/EFL Students.System.2003,31(1):85-106.
[23]Rita Duma “Teaching Students to Read Though Their Individual Learning Style”,PP.2-20.Prentice-Hall,1986.
[24]夏惠贤论邓恩学习风格模型及其教育意蕴,上海师范大学教育科学学院.
[25]Dunn,R.,K.Dunn,and G.E.Price.1996.Learning style inventory.Lawrence,Kans:Price Systems.
[26]Dunn,R.,and K.Dunn.1992.Teaching elementary students through their individual learning styles:Practical approach for grades 3-6,Boston:Allyn and Bacon.
[27]Dunn,R.,and K.Dunn.1993.Teaching elementary students through their individual learning styles:Practical approach for grades 7-12,Boston:Allyn and Bacon.
[28]James W.Keefe,Assessment of Learning Style Variables:The NASSP Task Force Model,Theory into Practice,Vol.24,No.2,Learning and the Brain(Spring,1985),pp.138-144.
[29]谭顶良学习风格论[M]江苏教育出版社1999.4..18-21.
[30]谭顶良学习风格论[M]江苏教育出版社1999.4..23-26.
[31]霍力岩,沙莉等著.重新审视多元智力——理论与实践的再思考[M].北京师范大学出版社.2007.9.第一版.20-24.
[32]霍力岩,沙莉等著.重新审视多元智力——理论与实践的再思考[M].北京师范大学出版社.2007.9.第一版.75-79.
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