本文選題：高中信息技術(shù)　切入點：知識點　出處：《貴州師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著計算機技術(shù)的飛速發(fā)展,信息化手段已成為解決現(xiàn)代教育教學(xué)問題的必然趨勢。知識難度的把握作為教師日常教學(xué)工作中的重要一環(huán),可更加客觀、合理的安排教學(xué)時間,科學(xué)劃分課程知識的重難點,但在調(diào)查研究中發(fā)現(xiàn),傳統(tǒng)的知識難度劃分方法主要以課程教學(xué)大綱給出的知識重難點為主要依據(jù),無法滿足缺乏經(jīng)驗青年教師的日常教學(xué)需要,且經(jīng)驗缺乏的青年教師與專家教師以及學(xué)生之間對某一知識問題難易度的認識存在差異。本文旨在開發(fā)一個服務(wù)于高中信息技術(shù)青年教師的知識題庫難度分級在線測試工具,并著重對知識難度分級功能的實現(xiàn)進行了研究與設(shè)計。論文主要以經(jīng)典測試理論、項目反應(yīng)理論以及布魯姆認知領(lǐng)域教育目標(biāo)分類理論為主要理論支撐。首先詳細分析了高中信息技術(shù)課程特點、知識模塊劃分情況以及高中信息技術(shù)會考題目特點。在知識難度分級工具中題庫的選擇考慮到題目的水平層次對求取知識點難度的影響,研究依據(jù)布魯姆認知領(lǐng)域教育目標(biāo)分類理論,在會考題目中選擇同比例的知識、理解、應(yīng)用、綜合四個認知層面的知識點對應(yīng)的題目進行知識難度分級研究。其次利用數(shù)據(jù)分析的方法,設(shè)計了高中信息技術(shù)知識難度分級工具的難度分級算法,該算法可依據(jù)答題者正答與錯答的頻次獲取相應(yīng)題目的知識難度系數(shù)。并對高中信息技術(shù)知識難度分級工具的主要功能進行詳細闡述,并給出主要程序?qū)崿F(xiàn)代碼以及界面圖。最后,對高中信息技術(shù)知識難度分級的功能及有效性進行測試,在測試階段,筆者邀請貴陽市與哈爾濱市兩個地區(qū)的在校高中生進行在線答題,對比高中信息技術(shù)課程知識難度分級工具的地域互異性,同時邀請熟悉高中信息技術(shù)課程的教育技術(shù)學(xué)專業(yè)研究生作為青年教師以及貴陽市專家教師分別給出知識難度分級情況,對比研究生與專家教師之間存在的互異性以及研究生與機器測得難度分級之間的互異性,討論了利用本研究知識難度分級工具可縮短研究生與專家教師之間差異的百分比。論文所研究的高中信息技術(shù)課程知識難度分級工具以JSP技術(shù)作為技術(shù)支撐,具備用戶登錄、題庫管理、在線答題、自動評閱、錯題查看及難度系數(shù)查看等功能,并通過測試,首先,對比專家教師與通過該工具獲得的高中生對知識難易程度的認識差異性,可得到該知識難度分級工具的準(zhǔn)確率為66.67%,其次,青年教師與通過該系統(tǒng)獲得的高中生對知識難易程度的認識差異性為50%,本研究高中信息技術(shù)知識難度分級工具可縮短青年教師與專家教師之間16.67%的差異,即青年教師對知識難度劃分的可期提高率為16.67%。
[Abstract]:With the rapid development of computer technology, information technology has become an inevitable trend to solve the problems of modern education and teaching. As an important part of teachers' daily teaching work, the grasp of knowledge difficulty can arrange teaching time more objectively and reasonably. It is found in the investigation and research that the traditional method of knowledge difficulty division is mainly based on the knowledge and difficulty given in the curriculum syllabus, which can not meet the daily teaching needs of young teachers who lack experience. Moreover, there are differences in understanding of the difficulty of a knowledge problem between young teachers and experts and students who are inexperienced. The purpose of this paper is to develop an online testing tool of difficulty classification of knowledge database for young teachers of information technology in senior high school. The realization of the function of knowledge difficulty classification is studied and designed. The project response theory and Bloom's classification theory of educational objectives in cognitive field are the main theoretical support. Firstly, the characteristics of high school information technology curriculum are analyzed in detail. In the knowledge difficulty grading tool, the selection of the question bank takes into account the influence of the level of the topic on the difficulty of obtaining the knowledge point. According to Bloom's classification theory of educational goals in cognitive field, the study selects the same proportion of knowledge, understanding and application in the subjects of HKCEE. This paper studies the classification of knowledge difficulty by synthesizing the knowledge points of four cognitive levels. Secondly, using the method of data analysis, the paper designs the difficulty classification algorithm of the information technology knowledge classification tool in senior high school. According to the frequency of correct and wrong answers, the algorithm can obtain the knowledge difficulty coefficient of the corresponding questions. The main functions of the high school information technology knowledge difficulty classification tools are described in detail. Finally, the function and effectiveness of the difficulty classification of IT knowledge in senior high school are tested. The author invites high school students in Guiyang and Harbin to answer questions online and compare the geographical heterogeneity of the knowledge difficulty classification tools of high school information technology courses. At the same time, as young teachers and experts in Guiyang City, graduate students who are familiar with high school information technology courses are invited to give the classification of knowledge difficulty respectively. Comparing the differences between graduate students and expert teachers, and between graduate students and machine measuring difficulty grades, This paper discusses the percentage of differences between graduate students and expert teachers that can be shortened by using the knowledge difficulty classification tool of this study. The high school information technology curriculum knowledge difficulty classification tool studied in this paper is supported by JSP technology and has user login. The functions of question bank management, online answer, automatic evaluation, wrong question checking and difficulty coefficient checking, and so on. Through the test, we compare the difference of the knowledge difficulty between the expert teacher and the senior high school student who got through the tool. The accuracy of the knowledge difficulty grading tool is 66.67, followed by, The difference of knowledge difficulty between young teachers and senior high school students obtained by this system is 50. This paper studies that the information technology knowledge difficulty classification tool in senior high school can shorten the difference of 16.67% between young teachers and expert teachers. That is, young teachers can improve the degree of knowledge difficulty by 16.67%.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.67

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