CN103593704A - An after-diagnose teaching integration assessment method - Google Patents
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- CN103593704A CN103593704A CN201210288332.5A CN201210288332A CN103593704A CN 103593704 A CN103593704 A CN 103593704A CN 201210288332 A CN201210288332 A CN 201210288332A CN 103593704 A CN103593704 A CN 103593704A
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Abstract
The invention relates to a after-diagnose teaching integration assessment method comprising a main framework including four stages which are a teaching stage, a learning diagnosis stage, a tutorial concept correction phase, and a self introspection learning stage. By means of the above stages, a teaching site can be provided for performing learning test diagnosis on a grade or class specifically required to be known. After student learning diagnose and analysis, learning self introspection is performed on a diagnosed learning problem or a remediation teaching flow is performed on a concept disconnected point. Therefore, meaningful learning of after-diagnose teaching and self introspection learning is further achieved. The above four stages are a main cycle and a teaching stage is returned after complete the four stages.
Description
Technical field
The present invention is for a kind of educational test is provided, with the flow process of " teaching after diagnosis ", and espespecially a kind of integration appraisal procedure of imparting knowledge to students after using non-achievement account form and understanding the diagnosis of each Students ' Learning attitude and level of learning.
Background technology
Press, education ' is broadly a kind of for unknown understanding, life must through growth, adapt to the change of actual environment ', if with school work education, revert to the school work professor of school, everyone just starts to accept orthodox school work professor from kindergarten, until everyone wants the school work stage arriving, yet each learning phase all must be to test to check and accept the achievement in this term term, whether qualified the level of learning of using this student of understanding is, therefore, the importance of mark is more important much larger than what in fact oneself's absorption number will come on the contrary for student, also therefore, so-called spoon-fed education cannot be replaced by autonomous education forever, this kind be take mark as mainly judging the mode of Students ' Learning effect quality, not only cause student's excessive learning pressure in process at school, also produce student's (as: non-fabulous extremely bad) at more very the two poles of the earth, mainly because of student, cannot in school work, obtain the sense of accomplishment of certain degree, therefore select improper means score achievements or directly abandon.
And above-mentioned educational mode up to this point, cannot effectively observe all tendencies of reaching horizontal ,Qi class of class or the comprehensive educational level of observing student individual, the more impossible study condition for each student, attitude towards study and the content of courses is understood and carried out deep layer discussion and improvement always.
Therefore will how to solve the above-mentioned problem of commonly using and disappearance, be the present inventor and desire most ardently to the relevant manufacturer that is engaged in the industry the place of studying the direction of improving.
Summary of the invention
Therefore, the present inventor is because above-mentioned disappearance, be to collect related data, via in many ways assessing and considering, with the diagnosis of using the analysis principle of SP table to carry out the analysis of output each side and to understand each Students ' Learning attitude and level of learning, impart knowledge to students afterwards and integrate appraisal procedure to reach the patent of invention person of the foundation of remedial teaching.
Fundamental purpose of the present invention is: the present invention is for integrating appraisal procedure relevant for teaching after a kind of diagnosis, its mainly using teaching phase, study diagnostic phases, teach concept correction stage and oneself to think deeply learning phase as Main Diagnosis system, can provide grade or the class that tested unit is understood particular needs to carry out educational test diagnosis by above-mentioned each stage.
Because learner is after Learning in School, must cause the effect of study desirable not to the utmost because of itself or external factor, in stage, produce even study tomography, now, utilize the analytic system of above-mentioned quadravalence section, analyze study tomography place (namely unit concept is ignorant of part), referring again to Learning Map, follow and upwards find out protonotion tomography part, to implement the most resultful means to save the situation.
Enforcing remedies mode one, careless topic: (study think deeply self-teaching method).
Enforcing remedies mode two, concept are ignorant of topic: (coordinating Learning Map to find out concept tomography remedy).
And this " after diagnosis, appraisal procedure quadravalence section is integrated in teaching " is as follows respectively:
" teaching phase ": by a complete knowledge structure system, should be comprised of two parts, a part is that the structure of knowledge, another part are structure of teaching.
" study diagnostic phases ": by diagnostic analysis table, to adjust, proofread and correct teaching method, content, order and strategy; Can differentiate blind spot and the myth of Students ' Learning, also find out study tomography, improve Students ' Learning custom and method, and then record the study condition of every unit and grasp every student's learning process.
" teach the concept correction stage ": can obtain full class property via " study diagnostic phases " and analyze with indivedual Students ' Learning problems and examination question concept structure, and student also can understand why this time test problematic concept by diagnostic analysis table, and utilize diagnostic analysis table to understand the difficult study concept of study generation at present, the learning outcome that is obtained this unit or concept by the amount of commenting middle school student is at every turn analyzed, and the analytic explanation of individualized learning achievement.And enforcing remedies mode two: [concept is ignorant of topic: (coordinating Learning Map to find out concept tomography remedy)].
" oneself think deeply learning phase ": for the wrong examination question enforcing remedies of carelessness mode one: [careless topic: (study think deeply self-teaching method)], seeing through oneself thinks deeply, by careless examination question, in the mode of describing, write out, and correct computation process is listed, this mode object is to make learner oneself's wrong part of thinking deeply, in order to avoid recommit same mistake in the future.
See through above-mentioned steps and can grasp the understanding of each student's learning state and level of learning, then get back to the on-the-spot regular study of teaching.
Secondary objective of the present invention is: observe all levels of reaching of class or the tendency of its class, or observe individual study situation (can be seen and be found by study drop point).
Another object of the present invention is to: Individualized Learning suggestion.
Another object of the present invention is: the record that can reach learning portfolio.
Accompanying drawing explanation
Fig. 1 the present invention integrates the schematic flow sheet of appraisal procedure.
Fig. 2 is that two-way detailed catalogue of the present invention is analyzed Establishing process schematic diagram.
Fig. 3 is that student-case study of the present invention represents intention.
Fig. 4 is learning state analytical table schematic diagram of the present invention.
Fig. 5 is teaching process figure after study diagnosis of the present invention.
Fig. 6 is Learning Map.
Figure number explanation:
Study diagnostic phases 12
Teach the concept correction stage 14
Oneself's learning phase 16 of thinking deeply
Learning portfolio sets up 18
Student-case study table 2
Student performance arranges 20
Examination question difficulty or ease arrange 21
Answer wrong topic digital section 22
Student Diagnosis drop point site district 23
Learning state analytical table 3
The compliance rate 30 of mark
Note coefficient standard value 31
The height stable region 32 of hiving off
The height range of instability 33 that hives off
In the stable region 34 of hiving off
In the range of instability 35 that hives off
The low stable region 36 of hiving off
The low range of instability 37 that hives off.
Embodiment
Refer to shown in Fig. 1 and Fig. 5, for the present invention, integrate schematic flow sheet and the study of appraisal procedure and diagnose rear teaching process figure, in figure, can know and find out the integration appraisal procedure of imparting knowledge to students after diagnosis of the present invention, its mainly with teaching phase 10, study diagnostic phases 12, teach concept correction stage 14 and the oneself learning phase quadravalence section 16 of thinking deeply, then continue again and get back to teaching phase 10, grade or the class that by above-mentioned each stage, can provide teaching scene to understand particular needs carry out learning test diagnosis.
And " teaching phase 10 " is by a complete knowledge structure system, should be formed by two parts, a part is that the structure of knowledge, another part are structure of teaching, what wherein the structure of knowledge presented is developmental sequence and the hierarchical relationship of subject knowledge self inherence, and structure of teaching explanation is contacting and knowledge and people's relation of knowledge and things.The knowledge system architecture theory of teaching material has just been set forth individuality from the angle of knowledge self-growth and evolution and has been formed concept by the understanding to knowledge, obtains the importance of meaning.A complete process of cognition not only comprises the digestion to knowledge, also should comprise the absorption to knowledge, and the application of knowledge is the important means of check Knowledge Assimilation.
" study diagnostic phases 12 " proofreaies and correct teaching method, content, order and strategy by diagnostic analysis table to adjust; Can differentiate blind spot and the myth of Students ' Learning, also find out study tomography, improve Students ' Learning custom and method, and then record every student's of study condition grasp of every unit learning process.
Moreover, seeing through " teaching the concept correction stage 14 " can be via " study diagnostic phases 12 " full class of acquisition property and indivedual Students ' Learning problems and the analysis of examination question concept structure, and student also can understand why this time test problematic concept by diagnostic analysis table, and utilize diagnostic analysis table to understand the difficult study concept of study generation at present, the learning outcome that is obtained this unit or concept by the amount of commenting middle school student is at every turn analyzed, and the analytic explanation of individualized learning achievement.And immediately utilize Learning Map (as shown in Figure 6) when all conceptual issues punishment is separated out, pull out standby conceptual issues place enforcing remedies teaching-enforcing remedies mode two at first: [concept is ignorant of topic: (coordinating Learning Map to find out concept tomography remedy)].
Finally, " by oneself's learning phase 16 of thinking deeply " is for the wrong examination question enforcing remedies of carelessness mode one: [careless topic: (study think deeply self-teaching method)], in the mode of describing, write out, where the mistake of why makeing mistakes at that time retouches element out, cannot " carelessness " wording band mistake, and correct computation process is listed, this mode object is to make learner oneself's wrong part of thinking deeply, in order to avoid recommit same mistake in the future.
By above-mentioned study diagnostic phases 12, teach concept correction stage 14 and the oneself learning phase 16 of thinking deeply to carry out learning portfolio and set up 18(as Fig. 5 dotted portion), be beneficial to compare backward, except whether understanding student improves or regresses, and the foundation that provides teacher, the head of a family and student to remedy and strengthen as study.
Please coordinate simultaneously and consult shown in Fig. 1, Fig. 2, Fig. 3, Fig. 4, Fig. 5, integrate the schematic flow sheet (Fig. 1) of appraisal procedure, two-way detailed catalogue analysis Establishing process (Fig. 2), student-case study table (Fig. 3) and learning state analytical table (Fig. 4) and the rear teaching process figure (Fig. 5) of study diagnosis; In Fig. 1, can know and find out, " after diagnosis, appraisal procedure process flow diagram is integrated in teaching ", " the teaching process figure after study diagnosis " that reality is implemented as seen from Figure 5, and set up by Fig. 2 " two-way detailed catalogue analysis Establishing process " step, produce Fig. 3 " student-case study table ", finally provide analysis state deriving Fig. 4 " learning state analytical table ", its thin portion step is as follows.
A) study diagnostic phases (12):
A) student's test is answered;
B) the two-way detailed catalogue of input system principle analysis is analyzed Establishing process (Fig. 2);
C) produce student-case study table (Fig. 3) and learning state analytical table (Fig. 4);
D) by student-case study table (Fig. 3) principle, can find out concept and be ignorant of place; And
E) analyze and coordinate Learning Map.
B) teach the concept correction stage (14):
A) utilize Learning Map to find out concept tomography place;
B) find out initial " the first standby knowledge in source " at concept tomography place;
C) from " the first standby knowledge in source ", implement gradualness remedial teaching; And
D) utilize study cause-effect relationship to find out the ability that the study cause of disease just has continuity study.
C) oneself's learning phase (16) of thinking deeply:
A) utilize " student-case study table " (Fig. 3) principle find out careless exercise question;
B) for the wrong exercise question of carelessness, please student oneself think deeply and write out " mistake where? ", " mistake why? ", and also correct calculating need be write out just and can be reached the practice that oneself thinks deeply, in case make a same mistake next time again;
C) this mode is for reducing student because of the careless best approach of losing points.
Details steps A) the two-way detailed catalogue analysis in study diagnostic phases (12) is to carry out according to following manner:
A1) according to student's answer, wrong number is set up the order (from top to bottom) of this diagnostic analysis table degree;
B1) for each student's examination question test result, carry out examination question difficulty or ease statistics, and be registered in this diagnostic analysis table (from left to right);
C1) according to above-mentioned examination question difficulty or ease statistics, carry out examination question interpretation of result (from left to right);
D1) for above-mentioned student's degree, sequentially carry out Student Diagnosis drop point site district (from top to bottom); And
E1) use student's case study table, and carry out each student's study condition analysis through learning state analytical table.
Details step B) teach the first standby knowledge in the source described in the concept correction stage (14) to be: before carrying out the study of any theme, the required ABC possessing or ability, for example: learn knowledge or ability that multiplying must first possess additive operation before.
The principle of this analysis system is for seeing through a kind of analysis theories, analyze student's learning state and weakness, refer to student-case study table 2(Fig. 3): the examination question difficulty or ease arrangement 21(that the topic of exercise question number is arranged in to this analysis table top from left to right according to the number number of answering questions is to be numbered example), the most left topic (for numbering 1) is sequentially aligned to rightmost topic number (numbering 2) for answering questions the minimum topic of number number (can be considered generally acknowledged complete class the most difficult topic) for answering questions the topic number (can be considered and generally acknowledge that class the most simply inscribes entirely) that number is maximum; Separately, student's seat number of again student being answered questions to topic number number is from top to bottom sequentially arranged in this analysis table left student performance arrangement 20(and take seat number as example), first of the top classmate (seat number 15) is minimum for answering wrong rate, the highest classmate of mark namely, below whipper-in classmate (seat number 5) is the highest for answering wrong rate, the minimum classmate of mark namely, presents complete student-case study table according to above-mentioned 2 kinds of changes because of arrangement mode.
In form, wrong topic is with " * " mark, then can very clearly present the one-piece run student error situations situation of answering, take this figure as example: the best result classmate that No. 15 classmates are this test is (right-hand longitudinally for answering the wrong digital section 22 of inscribing, be entitled as full class error rate for first common wrong 3 minimum, exercise question that should be wrong according to normal inference is 3 the most difficult topics, in right-hand topic number, turn left and calculate the blue vertical straight line of 3 topic picture one, in like manner; No. 24 classmates are this test time high score classmate (answer wrong topic digital section 22 seconds altogether wrong 3 be entitled as full class error rate and take second place), and under normal inference, exercise question that should be wrong be 3 the most difficult topics, in right-hand topic number, turns left and calculates the blue straight line of indulging of 3 topic picture one; By that analogy, when signing in same class hour of whipper-in, must be linked to be a curve (blueness) whole analysis chart form is divided into both sides according to exercise question number; And the wrong examination question difficulty or ease of No. 15 classmates are arranged exercise question numbering the 33rd topic position in 21 in curve left, via system, be judged as " exercise question that should be not wrong ", therefore be demarcated as the topic of " carelessness ", another two topics (exercise question numbering the 18th, 2 topics) are curve the right, via system, be judged as " exercise question of concept mistake ", therefore be demarcated as the exercise question of " concept not can ".
Utilize this analytical approach wrong exercise question can be returned into two classes: (1) careless topic and (2) concept are ignorant of topic, and the study of implementing for this two class is afterwards remedied and will be diverse ways.
Enforcing remedies mode one: careless topic (study think deeply self-teaching method).
Enforcing remedies mode two: concept is ignorant of topic (coordinating Learning Map to find out concept tomography remedy).
Separately, from Fig. 4 " learning state analytical table ", find out whether student reaches due level in this test, take y axle as " compliance rate 30 of mark ", both student this test measured mark and present, be also interpreted as compliance rate, answer questions the probability of how many topics, be presented in up or down demarcating of y axle, and x axle is " noting coefficient standard value 31 ", also be interpreted as careless coefficient, more approach 1 value, represent that careless degree is more serious, with dividing value in 0.5, regarding as can unacceptable scope, surpass 0.5, table this time test is very careless unacceptable scope, so, when two students with mark (y axle co-altitude), different with respect to coefficient, represent that two students test presenting of careless degree varies to this, and " attention coefficient " is in the role of test Analysis, compared to the result that presents of only having mark, what show is more important, and the generation of attention coefficient, still in the analytical algorithm of Fig. 3 table.
When complete " student-case study table " (Fig. 3) after, can for each student's test result, record and analyze (in Fig. 3 * be to answer wrong mark); After completing this table statistics, can diagnose drop point site district 23 area fields to carry out learning state analytical table (Fig. 4) according to these literary name section middle school student and sort out.
Refer to Fig. 4 " learning state analytical table ", in table, sort out the height stable region 32 of hiving off, the height range of instability 33 that hives off, in the stable region 34 of hiving off, in the range of instability 35 that hives off, low stable region 36 and the low range of instability 37 that hives off of hiving off, and the x of this analytical table is axially " noting coefficient standard value " 31 (x axle 0-1.0), and y is axially " compliance rate of mark " 30 (y axle 0%-100%), and the result of recording according to Student Diagnosis drop point site district 23 fields in student-case study table 2 is again sorted out, now, according to student's drop point region, can judge the result of student in this test is because of too careless, review and the factor such as not understand not or really, for those factors, carry out individual guidance and remedial teaching again.
If, the level of reaching that wish judgement class is all and the tendency of class, whether can understand the level of learning of class entirely for the individual distribution situation of full class in Fig. 4 " learning state analytical table " concentrates, if full class concentrate on height hive off stable region 32 and in 34th district, stable region of hiving off, in this class of capability set, learning state is good, and if all student's drop points of full class do not concentrate on Zhe Liang district, and present zero scattered loose phenomenon, represent this class of learning state undiscipline, study has not been the first Consideration, must first be learnt adjustment of psychology returns, study just produces effect, and teachers can for drop point in height hive off range of instability 33 and in the hive off student in 35Liang Ge region, range of instability, " study think deeply self-teaching method " is given in enforcement, Shi Qigai district student can have the vigilant effect of oneself for careless exercise question, by this method, can allow student understand " wrong at which ", " why wrong " and " correct solution ", in case meet with same topic type next time, heavily lead the track of an overturned cart, how this solves a problem to allow student think deeply, no longer careless, if study drop point is the student in low 36th district, stable region of hiving off, obviously " first standby knowledge is not enough " presents, represent, student is discovery learning tomography in previous learning process, the elder generation that the present stage content of courses cannot reach follow-up study is for condition, and suggestion stops newly entering course, must find out the enforcing remedies teaching of study tomography place, treat that its first standby study tomography reinforcement completes, the fresh course that just can continue study, if last, study drop point is first done home visiting in low range of instability 37 student ，Ci district, the district students suggestions of hiving off and is gone and found out what's going on, because district student for this reason has not been in the mood for facing or having reached the boundary of repulsion for " study " this part thing, " normal learning process " has been unreachable thing concerning them, must first from its living environment or father and mother's communication, set about, and changes these external factor behaviors, and study is just likely progressive.
Aforesaid Learning Map as shown in Figure 6.
Claims (7)
1. the integration appraisal procedure of imparting knowledge to students after diagnosis, is characterized in that, this system comprises following four-stage:
The teaching phase of a set of complete knowledge structure;
One supplies the amount of commenting data to diagnose the study diagnostic phases of operation;
The correction stage is read in one guidance of testee being analyzed through diagnostic analysis table; And
One thinks deeply and writes out problem points for the wrong examination question oneself of carelessness, and and the oneself that correct way need the be write out learning phase of thinking deeply.
2. the integration appraisal procedure of imparting knowledge to students after diagnosis as claimed in claim 1, is characterized in that, this study diagnostic phases more comprises:
A) student's test is answered;
B) input system principle is to carry out two-way detailed catalogue analysis an Establishing process;
C) produce " student-case study table " and " learning state analytical table ";
D) by case study table principle, concept be can find out and place and careless wrong topic are ignorant of; And
E) after above-mentioned analysis, need, coordinate Learning Map to find out source tomography concept.
3. the integration appraisal procedure of imparting knowledge to students after diagnosis as claimed in claim 1 or 2, is characterized in that, this guidance concept correction stage more comprises:
A) utilize this Learning Map in this study diagnostic phases to find out concept tomography place;
B) find out the first standby knowledge in initial source at this concept tomography place;
C) from the first standby knowledge tomography in this source, implement gradualness remedial teaching; And
D) utilize study cause-effect relationship to find out the ability that the study cause of disease just has continuity study.
4. the integration appraisal procedure of imparting knowledge to students after diagnosis as claimed in claim 1 or 2, is characterized in that, this oneself learning phase of thinking deeply more comprises:
A) utilize this student-case study table principle to find out careless exercise question;
B), for the wrong exercise question of carelessness, ask student oneself to think deeply to write and go wrong, and also correct way need be write out just and can reach the practice that oneself thinks deeply, in case make a same mistake next time again; And
C) this mode is for reducing student because of the careless best approach of losing points.
5. the integration appraisal procedure of imparting knowledge to students after diagnosis as claimed in claim 2, is characterized in that, the two-way detailed catalogue analysis of this described in the step b in this study diagnostic phases system carries out according to following manner:
A1) according to student's answer, wrong number is set up the order (from top to bottom) of this diagnostic analysis table degree;
B1) for each student's examination question test result, carry out examination question difficulty or ease statistics, and be registered in this diagnostic analysis table (from left to right);
C1) according to above-mentioned examination question difficulty or ease statistics, carry out examination question interpretation of result (from left to right);
D1) for above-mentioned student's degree, sequentially carry out Student Diagnosis drop point site district (from top to bottom); And
E1) use student's case study table, and carry out each student's study condition analysis through learning state analytical table.
6. the integration appraisal procedure of imparting knowledge to students after diagnosis as claimed in claim 2, is characterized in that, this student-case study table comprises: student performance is arranged, examination question difficulty or ease are arranged, answer wrong topic digital section and Student Diagnosis drop point site district.
7. the integration appraisal procedure of imparting knowledge to students after diagnosis as claimed in claim 2, it is characterized in that, this learning state analytical table comprises: the compliance rate of mark, note coefficient standard value, height hive off stable region, height hive off range of instability, in hive off stable region, in hive off range of instability, low stable region and the low range of instability that hives off of hiving off.
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